Vol 10, No 4 (2024)

The stidy examines the content of the concept of “regional component” in the practice of teaching Russian as a foreign language (RFL). The connection of the “regional component” in the content of education with the linguistic and cultural adaptation of students is substantiated. A methodological model of the content of the regional component has been developed. This model includes linguistic, cultural-historical, natural-climatic, educational, professional, everyday (existential) and supra-regional levels. The study describes methodological materials on the development of the regional component of the Tyumen region, created in accordance with this model. The results of trial training and a survey of students of the preparatory faculty are presented. Based on the analysis of methodological literature and data obtained during the experiment, recommendations are given on the use of the regional component in lessons of Russian as a foreign language to a non-regional audience.

The study examines the specifics of communicative teaching of the Russian Language to foreign students. Based on practical experience, aspects of the use of text in the methodology of teaching Russian as a foreign language are determined. Attention is paid to working with textual material, since it is in the process of textual activity that students’ skills are formed not only to perceive texts, but also to produce their own. The authors of the study draw attention to the problem of selecting texts associated with the need to solve a whole range of problems: compliance with the requirements of the state standard for levels of proficiency in Russian as a foreign language, implementation of educational tasks, broadening the horizons of students, forming an understanding of the culture and history of the country of the language being studied, solving some problems sociocultural and linguistic-­cultural adaptation, increasing motivation to learn the Russian Language, etc. The necessity of including information about the region and city in which a foreign student lives and studies in the educational material is substantiated. The study analyzes certain aspects of working with texts of various thematic orientations in classes on Russian as a foreign language and regional studies. The experience of developing teaching aids for foreign students studying Russian under the guidance of a teacher or independently is presented An effective model of classroom and extracurricular work on the development of coherent speech with texts of various directions, intended for foreigners mastering the Russian Language in a volume from the elementary level to level B1, is described. Examples of pre-­test and post-­test tasks aimed at developing communication skills in areas relevant to foreign speakers are given.

The purpose of this study is to explore the challenges of translating poetic texts from Udmurt to Russian and English that reflect the ethnocultural characteristics of the Udmurt people. The author focuses on the poem “Feeling of One's Place in Time” by Larissa Orekhova from the collection of verses called “The boundless woods”, with particular attention to the translation of ethnocultural terminology, mythological imagery, and poetic forms. Methodologically, the research is based on a comparative analysis of the original text in Udmurt, the author’s word-­for-word translation into Russian, and its English rendition by Tatjana Repina. Key issues in translating Udmurt poetry are being identified, including the rendering of polysemous words, preserving the rhythm and melodiousness of the text, and accurately reflecting ethnocultural nationally biased lexical units. The author emphasizes the importance of considering the specific features of the Udmurt language such as the iterative verb forms, which is paramount in achieving the highest possible adequacy of resulting translation. It has been conclusively shown that translating poetry requires not only linguistic precision but also a profound understanding of cultural context, thus opening new avenues for research in the fields of literary translation and ethnolinguistics.

This study reveals the relevance of this research, which is due to the growing importance of foreign language proficiency in the context of globalization and integration of cultures and economies of countries around the world. Vietnam, as a country actively interacting with the international community, is faced with the need to improve its language education in order to effectively participate in global processes. This study provides an overview of tests in some popular foreign languages available in Vietnam such as tests in English, Russian, French, Chinese, German, Japanese, Korean. Our goal is to identify the impact of foreign language tests on the achievement of educational and professional goals of Vietnamese citizens. The research methodology included the analysis of statistical data on foreign language tests, as well as the perception of the importance of such tests for their educational and career prospects. The results of foreign language tests are of great importance and serve as a key tool for achieving the educational and professional goals of Vietnamese citizens. During the research, we focused on analyzing aspects of the Test of Russian as a Foreign Language (TRFL), which turn out to be especially difficult for Vietnamese when passing it at different levels. The findings of this study highlight the importance of the testing system for assessing the language competencies of Vietnamese citizens in a global context, and recommendations will be put forward to solve the identified problems, which helps to improve the preparation of Vietnamese students for passing the TRFL.