Учебное пособие 1901

Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 4 (23), 2018 ISSN 2587-8093

Figure 3. Contacts of a foreign student with participants in the educational process.

As a foreign student needs to establish various connections and relationships with the above-mentioned representatives of the educational environment, but he does not have any experience of it, inevitably there is a need for him to master skills and habits of intercultural communication as a means of his successful adaptation.

The object of the research is the process of adaptation of foreign students to the university learning conditions. The subject of the research is the process of forming a cross-cultural competence of a foreign student as a means of his effective adaptation.

Methodology

The study used theoretical and empirical research methods: the analysis of regulatory documents on the development of Russian education, the analysis of the documents of an educational organization, the analysis of scientific literature on the research problem, a questionnaire survey of students and teachers of the Voronezh State Pedagogical University.

The problem of the article is connected with the identification of difficulties foreign students who start their studies at a Russian university face in the course of intercultural communication.

The purpose of research is to reveal the problems of intercultural communication of foreign students, their causes and ways to solve them.

Research results

The main problem of foreign students adaptation is that it is accompanied by the reassessment of their own cultural identity and the adoption of another culture as a necessary objective reality.

The integration of foreign students into the Russian educational environment implies a focus on positive intercultural communication, respect for foreign culture, traditions and customs.

In order to achieve mutual understanding in intercultural communication, it is necessary to have a certain set of knowledge, skills and abilities common to all participants of communication. All that in the theory of intercultural communication is understood as intercultural competence which consists of a set of necessary intercultural competencies. The concept of intercultural competence and its structure are actively developed by foreign scientists [2, 3]. An English researcher Michael Byram proposed a model of the structure of intercultural competence which in Western scientific literature is the basis for numerous studies of the phenomenon of intercultural competence [4].

114

Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 4 (23), 2018 ISSN 2587-8093

The structure of intercultural competence according to M. Byram [5, p. 62] can be presented as follows (See. Fig. 4).

Figure 4. The structure of intercultural competence (according to M. Byram)

As the scheme shows in order to master intercultural competence an individual must obtain a set of knowledge about the culture of the country the language of which he is going to use. He also should be able to apply the knowledge he got in the process of intercultural communication. He must also have certain personality traits. According to the author under these conditions the experience in intercultural communication is formed. [6, p. 161].

In the Russian scientific literature on intercultural communication, researchers analyze the concept of "intercultural competence" from different sides. Let's consider some examples.

Golovleva E.L. describes intercultural competence as a "complex of elements including the knowledge of the peculiarities of cultures engaged in interaction and skills to implement this knowledge in a particular cultural and foreign cultural environment" [7, p.34].

Sadokhin A. P. sees intercultural competence as a combination of knowledge, skills and abilities which the individual is able to use for successful communication with partners from other cultures, both on everyday life and on a professional level [8, p. 127].

Speaking about intercultural competence, the author looks at it as the unity of three main components - knowledge complex, communicative, and psychological. Sadokhin A. P. considers language knowledge as a tool for understanding different cultures because differences between cultures are particularly evident in language. Language helps understand the cultural characteristics of another country, allows a person to adjust their behavior to the behavior of other participants of communication, to form the ability to mutual understanding. The author also emphasizes that knowledge of the language forms the personal qualities of the individual, such as openness, tolerance, willingness to communicate with representatives of another culture [9, p.163].

115

Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 4 (23), 2018 ISSN 2587-8093

Socio-cultural knowledge includes background knowledge of the country of the target language. The lack of knowledge about the peculiarities of national and cultural specifics of the participants of communication can lead to failures and conflicts.

Communication skills are considered as a set of ways to express ideas, thoughts, feelings, experiences, ways to influence the interlocutor used in the process of communication to achieve communication goals. This type of knowledge is the result of previous experiences of communication with the representatives of other cultures. This means that the participant of intercultural communication should be able to effectively shape their communication strategy; use a variety of tactical methods of communication.

The author considers psychological skills mentioned above as certain personal qualities: sociability, ability to engage in a relationship of trust with your communication partner, the ability to avoid tension and psychological discomfort, i.e. to possess empathy [10, p. 248].

Lukyanchikova M. S. intercultural competence defines as "the ability of members of a certain cultural community to achieve understanding in the process of interaction with representatives of another culture using compensatory strategies to prevent conflicts between

"your" and "foreign" and in the course of interaction to create a new intercultural communication community " [11, p.289].

Vasilyeva N. N. gives the following definition of intercultural competence: " It is the knowledge of life habits, mores, customs, and attitudes of the society that shape individual and group settings; individual motivations, behaviours, nonverbal components (gestures, facial expressions), the national-cultural traditions, system of values [12, p. 14].

The analysis of the definitions mentioned above shows that "intercultural competence" implies, first of all, the presence of certain knowledge, skills and abilities necessary for successful communication among individuals who interact with representatives of another culture; the desire to achieve effective interaction with representatives of another culture.

Intercultural competence of foreign students is formed during the educational process at the University, and the first year of study is of particular importance, when adaptation to the conditions of life in a foreign country begins. It is during this period that students need help in overcoming adaptation barriers.

Our observations of educational and extracurricular activities of 1st year students of three faculties of Voronezh state pedagogical university (faculty of Humanities, faculty of foreign languages, faculty of life-support and physical education) showed that the main thing in intercultural communication between students and teachers is the language barrier.

As a rule, foreign students enter the University with a low level of foreign language proficiency. Hence, foreign students face difficulties with mastering educational material in Russian.

The same difficulties are experienced in the process of extracurricular communication at the University and outside it. This means "isolation" of the foreign student, which negatively affects his adaptation.

Most of the teachers we interviewed point to the academic problems of foreign students in the subjects of General and professional blocks of the curriculum, which the study in the first semester. Teachers say about both poor knowledge of the Russian language and insufficient training in general subjects in secondary school. However, none of them mentioned the lack of intercultural competence as the reason for academic problems.

116

Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 4 (23), 2018 ISSN 2587-8093

A particularly difficult situation is at the faculty of foreign languages, where training in other languages (English, French, German) is carried out with the support of the Russian language. So at the very beginning foreign students should possess some basic knowledge both of Russian and a foreign language. And here the teacher's understanding of the need to establish the necessary intercultural relations with the foreign students becomes especially important.

Special attention is drawn to the presence of interpersonal barrier. Arriving in a foreign country, foreign students find themselves, in a sense, isolated as noted above. The study of crosscultural interaction between foreign students and Russian teachers showed that 31% of foreign students indicated weak contacts with leading teachers, noting that they meet only on lectures and in practical classes, that is why they have great problems in adaptation to learning.

Speaking about student communication: about 52% of foreign students said they rarely communicate with their Russian classmates.

At the same time, the survey showed that foreign first-year students intensively contact with their Diaspora.

Finally, more than 70% of foreign students said that they prefer to communicate with representatives of their ethnic group to communication with Russian students.

In the process of research, we set a task to find out the reasons for the lack of close contacts between foreign and Russian first-year students.

For this purpose, 80 Russian students and 40 foreign students (1 – 3 courses) were surveyed.

The questionnaire for Russian students contained the following questions:

1.Do you know that foreign students study in your course?

2.How many international students study in your group?

3.Do you know which countries the foreign students come from?

4.Do you know where these countries are?

5.Are you familiar with the culture, traditions and customs of these countries?

6.Do you use the names of your foreign classmates?

7.How often do you communicate with foreign classmates and what is the reason?

8.What problems do you have most often when communicating with Russian students?

9.Do you often participate in student activity programs?

10.Have you ever invited foreign students to your events?

Foreign students were asked the following questions:

1.How often do you communicate with your Russian classmates?

2.What questions do you most often ask your Russian classmates?

3.What problems do you most often have when communicating with Russian students?

4.Do you spend your free time with Russian classmates? How often?

5.Do you need additional advice from your Russian teachers? Why?

6.How well do you know the culture, traditions and customs of Russia?

7.What do you know about the city you study in?

8.From where did you get information about Russia and the city you study in?

9.How often do you participate in in student activity programs?

10.Have you ever invited Russian students to your events?

11.Do you often ask questions to the teacher in the classroom?

117

Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 4 (23), 2018 ISSN 2587-8093

12. How often do you ask your teachers to consult you on different questions?

The analysis of questionnaires showed that both Russian and foreign first-year students do not show initiative in communicating with each other. First of all, this applies to Russian students who do not show a desire to establish contacts with foreign students.

Foreign students are more familiar with the country where they study. Russian students are less familiar with the countries from which their foreign classmates came. They do not show a desire to study the culture, traditions and customs of these countries.

However, neither Russian students nor their foreign peers show a negative attitude to each other, they just treat indifferently.

It was found that both groups of students do not yet possess the ability to adapt their behavior to the behavior of partners – representatives of another culture. And this makes, in intercultural communication more difficult.

Unfamiliar living conditions, in the opinion of foreign students, prevent them from concentrating on their studies in a foreign country. In addition, it should be noted that the lack of knowledge about the mentality of Russians prevents foreign students from understanding Russians and establishing the necessary relations with them.

Of particular interest were the answers of foreign students on questions about communication with teachers. It turned out that foreign students feel anxiety, fear, uncertainty about the teachers. Quite often they avoid contact with them (miss lectures, practical classes, do not seek individual advice).

Analysis of the interaction of teachers and foreign first-year students shows that teachers do not always take into account the communicative characteristics of a foreign student who does not know the language of instruction rather well. Teachers do not always use techniques that could help students better understand the material (slowing down the pace of speech, repeating the idea, thoughts, graphic representation of the idea on the Board for better understanding, etc.).

The teacher does not often show interest in the cultural characteristics of the country his students come from. But that knowledge makes the dialogue between the teacher and the foreign student successful. For example, the teacher does not always understand the absence of students in the classroom during their religious holidays. The teacher, in our opinion, should take into account the peculiarities of the country from which the students come.

Teachers do not always pay attention to the fact that a first - year foreign student needs to adapt to a new regime of study, which may differ significantly from the regime to which he is accustomed. And this can lead to a feeling of fatigue, depression, a desire to skip classes, etc.

Therefore, we can distinguish the following groups of problems faced by foreign first-year students during their adaptation to the new socio-cultural and educational environment and which must be taken into account when involving students in the learning process:

psychological (psycho-emotional tension, feeling of uncertainty, fear, tension, depression);

physiological (frequent ailments and diseases due to climate change);

educational (language difficulties, difficulties in mastering the new educational environment, difficulties in organizing individual work, difficulties in using learning materials, difficulties in using electronic educational resources, difficulties in mastering too much information, lack of skill in taking notes of the material, both in writing lectures and in preparing the synopsis of the seminar, etc.);

118

Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 4 (23), 2018 ISSN 2587-8093

communicative (difficulties of interaction with various participants of the educational process);

socio-cultural (development of a new social environment, cultural environment, learning environment, leisure environment, etc.);

legal and regulatory (knowledge of the laws of the Russian Federation relating to the rules of stay of foreign citizens in Russia; knowledge of the Charter of the University, their observance);

social and domestic (living conditions in the hostel, feeding habits, the need for selfcooking and the lack of adequate conditions for this, the problems of health-care deliv-

ery).

It should be noted that the problems caused by differences in the cultures of foreign students and the country of study, set a difficult task for the University to organize intercultural interaction when intercultural competence of both Russian and foreign students can be effectively developed on the one hand, and a successful adaptation process to the conditions of education is carried out.

The activities of the University for the formation of intercultural competence of foreign students should be conducted in several ways (See. Fig. 5).

Figure 5. Ways of university activities to create conditions for the development of foreign students intercultural competence

The integration of students in the system of legal relations implies explaining to foreign citizens the requirements of the Russian legislation, familiarization with Federal laws, the Charter of the University and other necessary documents.

The inclusion of a student in the educational environment means the organization of coordinated work of faculties and departments to establish the necessary contacts of foreign students and their teachers (familiarity of teachers and students with culture peculiarities of countries for-

119

Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 4 (23), 2018 ISSN 2587-8093

eign students come from; familiarity of foreign students with the traditions and rules of universities they study; organization of preparatory courses in the Russian language and basic special subjects, etc.).

The inclusion of foreign students in the social environment implies the placement of students in the hostel, taking into account the creation of conditions for permanent contacts in extracurricular time with Russian-speaking fellow students.

The inclusion of the student in the cultural and educational environment means the involvement of foreign students to participate in University, inter-University and city events, sports competitions, faculty and inter-faculty cultural and educational activities, which are attended by both foreign and Russian students, and are aimed at fostering tolerance towards people of different nationalities and religions, countering extremism.

Conclusion

Enshrined in the concept of "intercultural adaptation" the problem of effective teaching foreign students in a different cultural environment, of their rational inclusion into the educational process and the rapid acquisition of initial experience of learning activities is closely linked depends on acquiring by students of the necessary level of intercultural competence.

Our research has shown that the problem is equally acute for both foreign students and Russian participants of the university educational process, where foreign students are included.

The development of intercultural competence of foreign students in the course of adaptation to Russian learning conditions will be more successful if all participants of the educational process are aware of the difficulties of intercultural adaptation process; they know how to overcome these difficulties; they understand the need for the development of intercultural competence of both foreign and Russian students.

The University faces the task of organizing such interaction, which effectively develops the intercultural competence of all participants in the educational process.

References

[1]Ministerstvo obrazovaniya i nauki Rossijskoj Federacii, Gosudarstvennaya programma Rossijskoj federacii «Razvitie obrazovaniya» na 2013 – 2020 gg. URL: http://minobrnauki.rf (vremya obrashcheniya 2.04.2016).

[2]Canale M. From communicative competence to communicative language pedagogy / M. Canale // Language and Communication. – London: Longman, 1983. – Pp. 2-27.

[3]Cooper A. Mind the gap! An ethnographic approach to cross-cultural workplace communication research / A. Cooper // Language learning in intercultural perspective. Approaches through drama and ethnography. – Cambridge: Cambridge University Press, 1998.

– Pp. 119-141.

[4]Byram M. Teaching and assessing intercultural communicative competence / M. Byram. - Clevedon: Multilingual Matters LTD, 2007. - 121 p.

[5]Byram M. Acquiring intercultural competence. A review of learning theories / M. Byram // Intercultural competence. A new challenge for language teachers and trainers in Europe. Vol.1: The secondary school / Ed. by L. Sercu. - Aalbourg University Press, 2005. - P. 53-67.

[6]Byram M., Nichols A., Stevens D. Developing intercultural competence in practice / M. Byram, A. Nichols, D. Stevens - N.Y.: Multilingual Matters, 2003. – 283 p.

[7]Golovleva E.L. Osnovy mezhkul'turnoj kommunikacii: uchebnoe posobie / E.L. Golovleva. — Rostov n/D: Feniks, 2008. — 224 s.

[8]Sadohin A.P. Mezhkul'turnaya kompetentnost': ponyatie, struktura, puti formirovaniya

120

Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 4 (23), 2018 ISSN 2587-8093

/A.P. Sadohin //ZHurnal sociologii i social'noj antropologii. 2007. Tom X. № 1.- S. 125-139.

[9]Sadohin A.P. Mezhkul'turnaya kompetenciya i kompetentnost' v sovremennoj kommunikacii / A.P. Sadohin // Obshchestvennye nauki i sovremennost', № 3, 2008. – C. 156166

[10]Sadohin, A.P. Mezhkul'turnaya kommunikacii: uchebnoe posobie / A.P. Sadohin. - M.: Al'fa-M; INFRA-M, 2004. - 288 s.

[11]Luk’yanchikova M.S. O meste kognitivnogo komponenta v strukture mezhkul'turnoj kompetencii // Rossiya i Zapad: dialog kul'tur. Vyp. 8. T. 1. – M., 2000.

[12]Vasil’eva, N.N. Mezhkul'turnaya kompetenciya. Strategii i tekhniki ee dostizheniya / N.N. Vasil'eva // Pervoe sentyabrya. - 2004. - № 12. - S. 12-17.

UDC 811.11 (65)

CONSOLIDATION AND ACTIVATION OF THE IDIOMATIC

AND APHORISTIC UNITS IN THE ALGERIAN AUDIENCE

AT AN ADVANCED STAGE OF TRAINING

N. Ghezaili

____________________________________________________________________________

Algiers University 2 named after Abu Elkassem Saad Allah,

Doctor of Philology, Associate Professor of Turkish and Russian Languages Department, Teacher of Russian Language, Deputy Dean on Scientific Research of the Faculty of Arabic Philology and the Eastern Languages

N. Ghezaili

e-mail: pawug2007@mail.ru

____________________________________________________________________________

Statement of the problem. The article analyzes and develops the most effective ways to consolidate and activate the phraseological and aphoristic material in the Algerian audience at an advanced stage of training. The types of exercises that contribute to the formation of speech skills and abilities of Algerian students are being developed.

Results. Phraseological and aphoristic material is collected. Types of exercises are defined. Exercises that contribute to the formation of speech skills and abilities of Algerian students, to the development of their cognitive abilities, the construction of statements, the development of speech mechanisms were analyzed and developed; exercises that require independent expression of thoughts in the form of oral and written speech were developed.

Conclusion. In our opinion, the consolidation and activation of phraseological and aphoristic material in the Algerian audience should take place through preparatory, linguistic and communicative exercises, which involve a skillful combination of both oral and written forms of work. Delivered and implemented exercises, therefore, provide the unity of language and speech activities and, thus, consolidate and intensify idiomatic and aphoristic material and absorption of the culture of the language.

Key words: teaching, preparatory exercises, language exercises, communicative exercises, Algerian student, phraseology, aphorism.

For citation: Ghezaili N. Тew trends of comparative lexicography / N. Ghezaili // Scientific Journal “Modern Linguistic and Methodical-and-didactic Researches”. – 2018. - №4 (23). – P. 121-131

Introduction

From the point of view of methodology and didactics of teaching foreign languages, it is known that for active knowledge of language units it is necessary to provide students with multiple use of activated material in their own statements.

_________________

© Ghezaili N., 2018

121

Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 4 (23), 2018 ISSN 2587-8093

Practice at the University of Algiers shows "that phraseological units and aphorisms contribute to better language acquisition at any stage of learning. In addition, we must not forget that these units are entirely focused on objects, phenomena, actions and qualities of reality. Thus, the national-cultural semantics lies not only in words, but also idioms and aphorisms" [1, p. 105].

"Phraseological units include stable combinations consisting of two or more words and United on the basis of semantic or structural-grammatical features, namely: semantic indivisibility, stability of the structure, regular reproducibility. In a number of phraseological units includes not only a purely idiomatic phrase, but partially or fully motivated stable combination. On this basis, they also include compound terms: for example. ءاقبلا لجا نم عارصلا "struggle for existence" [2, p. 17].

The organization of the process of language acquisition allows to create conditions for students, allowing the possibility of successful formation of cognitive mental and speech activity on the basis of expansion and complication of forms of communication. This is manifested in directed exercises for the assimilation of stable turns, the formation of cognitive abilities, the construction of expressions, the development of speech mechanisms; exercises that require independent expression of thoughts in the form of oral and written speech. The delivered and implemented exercises, therefore, provide the unity of language and speech activities and, thus, to consolidate and intensify idiomatic and aphoristic material and absorption of the culture of the language.

Methodology

In the present article, the object of the research is phraseological and aphoristic corpus. The subject of the study is the types of exercises that contribute to the formation of speech skills and abilities of Algerian students and, thus, the consolidation and activation of phraseological and aphoristic material.

The research is based on idiomatic and aphoristic case of the "dictionary of methodological terms" E. G. Azimov, A. N. Shchukin [1**], "Arabic-Russian dictionary" by H. K. Baranov [2**], from "Dictionary of Phraseological units in the Russian language" N. V. Basco [3**], from the "Phraseological dictionary of Russian language" A. I. Molotkov [4**] from the "Dictionary of proverbs of the Russian nation" by V. I. Dal [5**].

Methods of observation, comparison and systematization were used in the analysis and development of types of exercises.

Research results

The article contains phraseological and aphoristic material, analyzes and develops exercises that contribute to the formation of speech skills and abilities of Algerian students, the formation of cognitive abilities, the construction of expressions, the development of speech mechanisms; exercises that require independent expression of thoughts in the form of oral and written speech and, thus, the consolidation and activation of phraseological and aphoristic material and the assimilation of language culture.

There is no doubt that the methods of using exercises occupy a special place in teaching Russian as a foreign language.

Note that the construction of the system of exercises "associated with the name of G. Palmer, who has identified five stages of learning (perception, recognition, imitative play, semifree play and free play)" [3, p. 172].

122

Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 4 (23), 2018 ISSN 2587-8093

The assimilation of vocabulary (including phraseological units) is provided by long-term educational work, in which two main stages are distinguished: presentation (introduction), consolidation and activation.

The consolidation and activation of phraseological material in the Algerian audience should, in our view, take place through preparatory, linguistic and communicative exercises, which involve a skillful combination of both oral and written forms of work.

It is known that in the theory and practice of teaching foreign languages proved the need to teach each type of speech activity (reading, speaking, writing) through exercises adequate to these activities. At the same time, psychology has also established a close interaction between the formation of oral and written speech skills [4; 5; 6].

Experts of speech psychology (V. A. Artemov, B. V. Belyaev, L. S. Vygotsky and others) pointed to the need to use one type of speech activity as a means of development and improvement of the other. Speaking about the psychological regularities of the integral knowledge of a foreign language, B. Belyaev argues that "it is necessary to teach all the speech processes, all forms of speech, and the way of its detection at the same time, bearing in mind that the teaching of one thing contributes to the development of the rest, and depends on it itself" [4, p. 117].

The positive influence of written exercises on the improvement of language material in General and phraseological units, in particular, is possible because there is a complex functioning of visual, auditory and kinesthetic analyzers. "By relying on a variety of temporal relationships, a stronger and faster assimilation of the activated language units is achieved" [7, p. 251].

A. A. Leontiev observes that in writing, "choosing linguistic means, we don't just adapt them to the tasks of communication, and consciously evaluate the degree of fitness, sometimes rejecting statements, have already been implemented wholly or partly" [8, p. 31]. Therefore, a great opportunity to" prepare" written speech in the internal speech, as well as the possibility of returning to the written text for the purpose of conscious self-control and self-correction make written exercises a useful means of activating phraseological units and aphorisms.

It should be emphasized that student’s mistakes in speech often remain uncorrected and can go unnoticed. In written work they are fixed that gives the chance to the teacher to check, consider and give an assessment of the speech of the trained much more strictly. In this sense, the written work disciplines, corrects the student's speech, helping to identify gaps in his oral speech [5; 6].

Written exercises with the skillful use of their teacher can be a valuable material for further collective work on certain aspects of phraseological units and aphorisms, as rationally organized error analysis stimulates and enlivens the conversation of the teacher and the student, causes the latter's interest in the work, comments and explanations of the teacher. All this leads to the process of communication.

The participation of the main methods of study of the material (visual, auditory) with a combination of oral and written forms of work on phraseological units and aphorisms, first of all, allows indirectly take into account the individual characteristics of the assimilation of the material.

From psychology it is known that some people have a dominant role in the perception and assimilation of the material play visual, while others – auditory, the third – motor sensations, the latter "text is fixed <...> better just by writing" and that when memorizing language material, most people are dominated by verbal and motor memory [9, p. 316].

123