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X V I I . :
« »
. .
- () jageeva@yandex.ru K- , ,

Summary. The course of lectures «Russian and the Culture of speech» is included into university programmes in Russia for all spesialities. This course forms and develops complex communicative competence in professional spheres of activity. We must take into consideration that foreign students study together with russian students and there is necessity of adaptation of this cours for them. , , «» « », . « ». , . , , , «» , , , , , . - - [1], « ) / -, - ; ) -, - - . [2]. , , (-1), : , , , ( ) . 1 , , «» , , . « » . , , , , . , , , -- . . ( , , ). , . , , . , . , , , ( , , , , , , . .), . , « » -- , , .

1. . . . .; ., 2001. 2. . . . .; ., 1999. 3. . . () // ruslang. edu/biblos/?&pag=6.

:
. .
. . . (, ) agmanova@mail.ru , , , -, ,

Summary. The paper is devoted to the analysis of the predicative knowledge exteriorization in the process of acquisition Russian as the second language. , , , , 581

XVII. :

, . , , , () . -, ( , , ). , , , . -- , , . : - , , . , - , « ». . . , , , . , , - . , , - . , - . , , . - , , - -

. () 1 2 , . , ( - , , , .). . -. , -- . , - , ( ) ( ) . , , , , , -- . , , , , . . , . , -, - . . , -- , , , , . , , , , . , , , , , , .

. .
. . alexandaki@yandex.ru , ,

Summary. In the report the articulators basis of the Russian with Burmese languages including the analysis some functional and speaking disturbs in practice of the Burmese students are compared and any way in training in the Russian articulation are given. 1. , . 582 2. . . [] , [].

XVII. :

3. . . [w] - [] -- [], [] -- []. [], [], []. [] , . [], [], [] ; -- ; [l] -- . , [] [] [j]. [], [] ['], [] , . []. , , , [j], , , ['] ['], [']. , [ ]. [], [ ] -- , . [] [ ': ] . , . , . , , . . , [] [] [], . : [''А], ['С] , . . 4. . , . . , , . 5. . , « ». . , , . , . 6. . . , ,

. . , , , . -, , . . , , (. « » [1]). , -- , , . , -. -- , . : , ( ) , «» «» . . , , , . . . -- . , () , . . . . . . , -- . (-3) -1 -3, -3 . , ( ) . .

1. . . . ., 1963. 2. . . , , . ., 1994. 3. . . . ., 1 9 6 6 .

. .
. - (, ) bakhytFM@mail.ru , ,

Summary. In 2004 the National Graduation Examination has been successfully introduced in the Republic of Kazakhstan. Since then, the results of the exam have been used not only for graduation of students from secondary schools but also for their admission to colleges and universities. The Russian language proficiency testing is the mandatory part of the National Examination. This paper analyzes various issues in the development and quality of the Russian language tests for students for whom the Russian language is either native or second. () « », , , 583

XVII. :

, , -- . , , . « » , . 1999 (), 2004 -- (), , . , , -- [2, 17]. , . , - . , - [1]. , , , , , , , (: , ; , , ; , . .), (, , ), , . . , . 2008 , , : ; -- [1]. , ,

, , . , , , , . , , -- , , , , , , . , ( -- validity) -- , ) . , , . - , . - - , , - , , , . « », [3] - , , , , . -- .

1. . . // : . . ., 2003. . 222228. 2. 2008 . , 2008. 3. . , 2008.

. .
. . msu-andrushina@yandex.ru , , ,

Summary. Russian as a foreign language knowledge level system is compared with CE recommended foreign languages knowledge level set. The perspectives of the integration of the Russian testing system into the international educational space are suggested. () : 1990- , 1990- 1990- . 6 : , , , , . ( ) , , 584 (1, 2, 1, 2, 1, 2), « » [2]. , ( , ) , , , , , .

XVII. :

, , , . , , , : , . . : , , , . . , , , , [2], , . , , . . , ( 1, 2, 1). « » , . -- . 10- , . , . , , . -

, . 1. [2] , , . . 2. -- , [2]. , . , , « », « », « ... » . . . . . 3. ( , ) « ». , . 4. , , , . , ( ), . ( ), .

1. . III . . ., 1999. 2. : , , . . , 2003. 3. . . . 2- ., ., 2002.

I I I
. . , . . , . . , . . , . . , . .
. .
msu-andrushina@yandex.ru, irinafanasyeva@mail.ru, adunaev@dol.ru, klobukov@list.ru, likras@mail.ru, irinayat@mail.ru

, , , ,

Summary. Concept of the development of the Third certification level's lexical minimum is stating the report. And specificity of the lexical minimum as an element of graded series of dictionaries in the Russian as foreign language testing system is analyzed. () , : , ; , , , . () , , . . . ( . . -- [3]), , III , , 1000010500 . () , , . , . III , - (), . . , , . ( 585

XVII. :

) . , . , «» , , . , «» [4]. , , , , . , III , (, .). III , , , , . , . . III , . , . , (, , ). (, .). , -

. 3- , , -() (), : , . ( -- ), - . (, ). - , (, -- ). 2- , . , , . , ( ` ') (). 3- , , , , .

1. . III . . .; ., 1999. 2. . . // . ., 1 9 7 8 . . 4 8 5 3 . 3. . . : . ... . . . ., . . . , 1990. 4. . . // I / . . . . ., 2006.

. .
. . Irina-Ant2006@yandex.ru

Summary. The report deals with syntactical synonymy of the emotive sentences as an object of teaching Russian as a foreign language. , , . , . (). - , , . , . . [9], , , , , , : 1. -- , 2. - -- , 3. -- , 4. -- , 5. -- , 6. - -- . , [1: 5770]; [2: 7887]. . . [3] , . : ; ; ( 586 ); ; ; . , . . [5]. 3- . . 2- . , -- . - : ; ; ; (); ; . . . , « -- - -- » [4: 105]. , , , [6], - . 1- [7] 2- [8] : , , . -

XVII. :

. - , : , ; , ; , . 3 : , ...; , ...; , ...; , ...; , / ...; , ...; , ...; , ...; , .... : , ; , . . , . - , , , , : , ; ...; , , . . ( , -- () , ). ( / , ) , (S) , - - ( + ). - ( / ) , S ( ` '). (

, ) S ( ). ( , ) ( ; ). - ( ; ; ) S, , ` '.

1. . . / // , , . . 7 . . , 1 9 9 9 . . 5 7 7 0 . 2. . . . / // , , . . 1 9 . . , 2 0 0 2 . . 7 8 8 7 . 3. . . - . ., 2000. 4. . ., . ., . . . ., 1998. 5. . . . ., 1979. 6. . . . 2- . ., 2004. 7. . . . 3- ., . .; ., 2005. 8. . . . 2- . .; ., 2009. 9. . . // / . . . . . ., 1976.

-
. .
() tbabayan@mail.ru , ,

Summary. The multimedia manual has a number of advantages in comparison with the traditional: a nonlinear way of giving / receiving information (interactivity); possibility to combine text, audio, graphic, video, animation visual and acoustical presentation; presence of the hypertext (hypermedia). All these qualities make irreplaceable way to form communicative competence at Russian lessons as foreign. 1. , , , . (). - , ( / (); , , , , ; -- ), , - , . 2. , , . , , . 3. , , : 1) , 2) , 3) , 4) , 5) , 6) . , . 4. - , , , , ( , , , , . .), . - , . 5. , , , , , 587

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, . , . , , . 6. , . , , , , , , - , . ., -

, , , : ; ; . . , . . 7. , . , , , . .

: ,
. .
. . elenalb2007@rambler.ru , , ,

Summary. Speaking about foreign accent in Russian speech we can distinguish its typological and specific features. It is also possible to determine in Russian phonetic system difficulties, which prove to be important for all foreign students. , -- . , . , , , . , , , . , , , . , (. -- , -- ). , , , . : *[f] (). , , , , . . , , « ( ) + [i]». 588 , -- , -- ['], -- , -- . (, , , , ) -- , -- , -- , -- , -- , -- . , . / . , , , , , , , : *[d], *[s]. , , , . . , -- , -- , -- , . . . , [] -- [']: *[z] , *[z] . (, ) [] .

XVII. :

, , [] [], []. [] - [i]. [] [] , , [], [], [], []. . [c'], . , . .

«» : , , - . , : *[У] (), *[У] (). , : *[] (), *[] (). - [ ] [], [ ] [], [] []: [ ] -- [], [ ] -- [], [] -- []. , -- , .

. .
() chatelet@rambler.ru , , , ,

Summary. In this work the author considers issues relating to the foreign learners' development of the cognitive interest as one of the main factors of speech act on the basis of the system of texts. -- , , , . , , . , . , . . . , , , . , , , . , , , , . , , . , , , . , , . , , . , . : - , - , , , , , -- . . , , . , , . , . , . , , , . , , , . , . , , , . 589

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1. . . // : . . IV 2224 2007 ., . ., 2007. 2. . . : . . ... . . . ., 2008. 3. . . . . 2. ., 1982.

4. . ., . ., . . // . - « », . , 2007. 5. . . // I - « », . ., 2008.

-
. . / BrЭggemann Natalia
() natalia.brueggemann@uni-hamburg.de , , - , ,

Summary. The contrasting analysis of language categories (Russian / German) in grammar education allows for identifying points of specific language conflicts such as negative interference and attrition. In my contribution, I will present several grammatical categories of Russian and discuss their points of conflict, contrasting them with German parallel examples. 1. -- « » . 1980- , - , , 80%. . « » -- , , . , - , , , . , , -, 2008 2009 60% . -- -- . (mixed language, gemischte Sprachen), ( ), (attrition). , , . , , , , . , a [3: 142f.]. 2. a . - , . . , 1956 . - , , [7], [5], [6]. , , , , [8]. , 590 , , , . , «» «». [1: 46]. , - , : 1. - ? 2. , , ? [8: 15]. a, , - , . (). : , , . , . [4]. 3. - - , , , . , , , , , , , , . , . [2]. , « », .

XVII. :

1. . . . M., 2006. 2. Anstatt T. Von FrЖschen und Jungen: Die Kategorie der Belebtheit bei Russischsprechern in Deutschland // Vortrag auf dem XXXV. Konstanzer Slavistischen Arbeitstreffen in Salzburg, 2009. 3. Anstatt T., Dieser E. Sprachmischung und Sprachtrennung bei zweisprachigen Kindern (am Beispiel des russisch-deutschen Spracherwerbs) // Anstatt T. (ed.) Mehrsprachigkeit bei Kindern und Erwachsenen. TЭbingen, 2007. C. 139162. 4. Bartnicka B. et. al. (edd.). Grammatik des Polnischen // Slavolinguistica. 5. MЭnchen, 2004. 5. Gladrow W. (ed.). Russisch im Spiegel des Deutschen. Eine EinfЭhrung in den russisch-deutschen und deutsch-russischen Sprachver-

gleich // Berliner Slawistische Arbeiten. Bd. 6. Frankfurt am Main, 1998. 6. Gladrow W., Hammel R. (edd.). BeitrДge zu einer russisch-deutschen kontrastiven Grammatik // Berliner Slawistische Arbeiten. Bd. 15. Frankfurt am Main, 2001. 7. Gladrow W., Heyl S. (edd.). Slavische und deutsche Sprachwelt. Typologische Spezifika der slawischen Sprachen im Vergleich mit dem Deutschen // Berliner Slawistische Arbeiten. Bd. 1. Frankfurt am M ai n , 1 9 9 6 . 8. Kotin M. L. Die funktional-semantischen Felder im Deutschen und im Russischen als Mittel sprachtypologischer Deskription // Gladrow W., Hammel R. (edd.). BeitrДge zu einer russisch-deutschen kontrastiven Grammatik. Berliner Slawistische Arbeiten. Bd. 15. Frankfurt am M ai n , 2 0 0 1 . C. 9 2 6 .

« »
. . , . .
() budilceva51@bk.ru, NatalyNov@yandex.ru , , -

Summary. The paper addresses the core problems at building the communication competencies of foreign student and justifies the "language culture" course as mean to build the required skills, the paper also proposes methodology of teaching those skills in the lexical norms study. « » , - . , , , , , , . , , . , , . : 1) , ; 2) , ( ); 3) ; 4) , . , , « » « -», . . , , . I. . , , , . , , , . . , , , . . -- -, , , . , , , , , , . . : 1) , , : -- 2) , , , -- , : -- -- . , . -, . II. . , -. , -- , -- . . -- (to ask a question), -- (hacer una pregunta) . . . , . III. . , 591

XVII. :

: , , , , . (, ) , , . , : 1) « »; 2)

« » « ); 3) ( ) ( ); 4) ; 5) , , , , . , « ».

« . »
. .
- nature@mail.ru, bure@nm.ru , , ,

Summary. The course «Russian from A to » is intended for beginners. With its help students will learn how to pronounce Russian sounds, get acquainted with some special features of Russian grammar, learn how to read in Russian, learn the words and expressions that will help to communicate with Russian people and learn how to behave in different situations. , . - « . ». , . . -- , . -- . , , , . , . 800 , . , . -- - - , « . . ». . . , , . , : , . : , , , , . , . , Hot Potatous Power Point. , . -- , « 592 », . « ». . , , . : ( , , , , ); ( , , , , «»); , , ; - ( ); Power Point; ( , , Hot Potatous; (, , ). . : : ; , ; : , , ; , ; ; : ( ) ; : , , . : .

1. . . . ., 2006. 2. . ., . ., . . : : / . . . . ., 2006. 3. . 1. - . ., 2006.

XVII. :

- -
. .

. .
- evamoisa@yandex.ru , , ,

Summary. The cognitive and discourse paradigm of Russian discription have been observed in the present report. The systems organize of linguistic terms:syntagmatic,paradigmatic,derivational links that are discovered in the texts and disciplined master's speech thinking, contributed personal understanding translating text have fallen into the scope of the given investigations. , , . -- -, , . - , , , , , , , , -. , . , . , , . , , , . , , . , - . , , , . , . , -- . , , , , . : , , , : - , , , , , . , - . , , , . - . , , , . , , `root inflection' inflection of the root. `affix' : , , : functional affix -- ; derivational affix -- ; derogatory affix -- - . , « , » ( . ., 1990). , , Compound derivative -- derivative that has compound structure -- ` ' `deverbal noun' -- noun that originates from a verb -- ` '. derivational affix -- affix used for derivation -- ` '. native affix -- affix that originates from language -- `, '. root word -- word that consists only of a root -- ` '. , . , , , , , . 593

XVII. :

: ( )
. . / AМda FernАndez Bueno
() afbueno@filol.ucm.es , , ,

Summary. In my speech I intend to present some examples of practical work with literary texts in Russian literature class as foreign literature at the Complutense University of Madrid. The methodology employed is a reading of the Russian Functional Stylistics, with special attention to the concept of linguistic subtext because it implies an integrative approach to literary phenomenon bring together the literary and linguistic. . , . , , , . , . 70- . . . , . : . , . 1980- . . . , . . . . . , . . . , , . . (. , . ) . . , : «» (. . ), «» (. ), « » (A. . ). , . , , .

. .
. . . () olbyk@rbcmail.ru , , -

Summary. The report reflects upon the process of studying Russian as Foreign Language in a university abroad, as well as upon the role of Russian teacher in the process. 1. , , , , , . , ( , , , , , , ) -, . 2. . : ( , ); ; , . , , . 594 , . , - : - , ; -- ; , , -- , . 3. - , : - -- . - , -, , -, , , .

XVII. :

-- . , , , , , , , , , , , . , , . - , . - . , . - , , , , , . [ 1] , [ 2] , [ 3] . , , , , . : 1. - , , , ( ), --

, , . 2. -, -- , . --, , , . 3. - -, , , , , (, , - , - , ). 4. - , . - - , - .

1. . . . - . ., 1998. 2. ., . : . ., 2002. 3. . . : . ., 2003.

()
. . wangz339@mail.ru , ,

-- , . . -, ; -, ; -, , , . . -- , . . . -, , ; -, , , . . , , . . , , , , , -- -

. . . , , , , , . . , , , , . : 1. , . , , . «» , , . 2. . 3. . . , - . , . 595

XVII. :

« »
. .
() varlamova60@mail.ru , , , ,

Summary. The paper focuses on the problems of teaching Russian students the national Russian language as international communication mean, taking into account the low level of their language knowledge and active jargon using. , . . , , , , . , . . , . - , , , . , , , . , , , , , , . , , «» . , . , , , , . , . . , , . , , () , . , , . , ( ). . , , , . , . , , , . ; , , «» , . . , . , . . , , . . , . , ( ). ( . ) , , , . , , , , , : , -- , . , , . . . . , , , , , . . , , , . « » , .

. .
. . rkiff@philol.msu.ru , ,

Summary. The subject of report is language as a means of communication and teaching Russian as a foreign language. In this connection we would like to analyze phraseological structures as means of communication. . 596

XVII. :

. 1. , , ., , . 2. , . . , . . « , ». [2: 438]. , « » [1: 570]. , -- ; , . . , . , , . , , , . 3. , . , : , , , . . , , , -- . , , , , , « -- » « -- » « -- ».

4. , -- , . , . , . 5. , , . , , - - . « (, , ) -- » [1: 384] . , , , , . , , , , . 6. ( , !; !; !; . ; !; , .), - , .

1. . - / . . , . . , . . . ., 2003. 2. . . ., ., 1990.

. .
. . yusvlad@rambler.ru , , ,

Summary. New tendencies to teaching Russian as a foreign language are concidered in this report. « » « » (. . , . . ) . « », , , . , ( ) , . , , , . , , , , . « » [3: 25] . «» , , - . , , . , / , «, . , ( , . -- . .) , . , , «» » [2: 256]. , 597

XVII. :

( ) ( , -- , -- ). . , , . «» , . , , -- (« -- -- »), -- . (savoir-etre) . , (. . , , , . .), . , « » [1] , , , . , , , , , , . ( . exis-

tentia -- ) , « » (. ). , . « » (. ) , - , («», «», «», «», «», «», «», «», «», «» .). - « », . « » (. . ) , , ( « »), , , . , . - .

1. : , , . ; , 2003. 2. . . . . . ., 1997. 3. . . // . . . ., 1974.

. .
. . sergeigor@mail.ru , , - , ,

Summary. Parallel linguistic and regional geographic work with the qualitative current analytical Russian media texts having such attributes as an informational saturation, topicality, conceptual pluralism, logicality, intellectuality, national-language pluralism, wide publicity, is an effective means of perfection Russian, communicative skills and media literacy as for foreign pupils, and for pupils -- native speakers of Russian. () -- , -- -- (, ), - , - -. - , , , - , . . () () - . , -- - , . , : 598 ) , , ( ), ) ( , , ), ) , -, , -, , ( ). -- (), - , , / , , , . . , , ,

XVII. :

. -, , , . , , ( ). - , -- . , , . « + », , , , , , . . . , , , , , . - . « ». , « , , , . , , , , , » [3: 16]. -- -, -, , , (, , ), (, -) . - , . . «» , , , (, ), , -, . , - . -- , ()

(, , , , .) ( ) , , , , -, - . , - . . , , , [1: 7]. , (, , , ), - , , , , , . , , , , - . «» , «» , (, , , , .) « » ( ), , , , . , , , - / , , « » («media literacy»), : « » («public relations») « - » [2: 262].

1. . . . // . 2 . 2009 . 2. . . . ., 2005. 3. . . // : . . . . , ., 2001.

-
. .
() destiny50@mail.ru , ,

Summary. Motivation of choice of the slavist speciality by students at the University of Tartu is considered in the report. The investigation is based on the material of interrogation carried out in the years 1980, 2006 and 2009. . : , , , . , , , [3]. 599

XVII. :

, , , . ( ) ( , ) . , , . 2006 2009 72 , , ( ). , ( , ). , . 1980 [4: 6675], - , . (1980 ) (2006, 2009 ). , , 1. , : ) ; ) ; ) ; ) , ; ) , ; ) . 2. : ) ; ) ; ) ; ) ; ) ; ) . 3. ? ) ; ) ; ) , ; ) , ; ) ; ) . 4. ? ) ; ) ; ) ; ) ; ) ; ) . 5. : ) ; ) ; ) ; ) ; ) - ; ) . 1, 2, 4 5 , . - ,

: 54 , . . 75%, 35 , . , , ( ) . (32 , . . 44%) -- , (17 ) (14 ), , : 5 , 7%, . 23 , 32%, , 9 (13%) , ; 8 (11%) -- -- , . , . , , , , -- , , ; , , . , -- . , , , , , . , , .

1. . . // : . , 1999. 2. . . - // : . III . . . . . . 2023 2007 . ., 2007. . 731732. 3. . ., . . // . 2006. 1. . 1 0 5 1 0 8 . 4. () . . - I // . -. . 595. 1982. . 6 6 7 5 .

( )
. .
(, ) apappou@uowm.gr , , , , , ,

Summary. In this research the comparative analysis of word stress in Russian and Modern Greek Languages, as well as, some common and distinguishing features of two phonetic systems are described. Particular attention is paid to the shifting character of the Russian stress system and to the rule of "three -- syllables" of the Greek stress system in which one of the last three syllables is always stressed. ( ) : () (). , , , , « » (), 600 « -- », « », « ( )», . [1: 61], [2: 151 159] , [ 6: 23] , [ 5: 515] .

XVII. :

, . 1. . , , . ( , .: [3: 119124].) 2. , , [3: 119124]. 3. , (: Щ, С, И, З; : µ, , , µ). 4. ( , , , ). 5. (: -- А -- С; И -- И -- -- И, -- З -- С; : `' -- `', . ., . . -- `'; µ `' -- µ `, ' -- µ `, ' -- µ(/ ) `, ' -- µ- / µ- `, '; `, ' -- `, ' `, '. 6. , (: -- Щ `' -- А `', А `, ' -- С `', А `' -- А `', С `' -- А `', `'; : -- `' -- `', µ `' -- µ `', `' -- `, '; : `' -- `', `' -- `', `' `', `' -- `, ', ` -- `'. 1. . (А, З) [3: 121122]. « » [ 3] ; [ 6: 27] . 2. . :

, [6: 2931], . . ( µ ). . [lМgusa], ( `', µ `', `'), [paralМgusa] -- ( `', µ `', `', µ `', `') [proparalМgusa] -- ( `', `', `', `', `', `', µ `, '). . 3. , ( ). , . , , . , , , . , , , : И С, А Щ, С Щ . . , . , , ( , , : -- , -- , С). , : .

1. . . . ., 1956. 2. . . . ., 1997. 3. . ., . ., . . . 4- ., . .; ., 2004. 4. Mirambel A. . . , 1978. 5. . µµ («») . µ '. . ': . . , 2002. 6. ., . . ; , 2007.

( )
. .
() terentia@mail.ru , , ,

Summary. The report stats positive role of ancient Greek and Latin basics in learning Russian as a foreign language. , ( «») . . . . «» -- , , - . , . , - . . . , , , , , , , . , . «», «», «» ., . «», , «», 601

XVII. :

. «» -- , , , . , , , , , . . , , , . , , , (), , , -- , . , , . , , , , , , , . «», ,

, , , , , . , . « -- » - , , , . , , , , , , , , -- , . , , , , , , , .

. .
- Tikapitonova@mail.ru , , , ,

Summary. The application of modern computer technology for intensive teaching of Russian as a foreign language at the preuniversity stage and the distance course of Russian for Chinese students (elementary level) -- structure, methodical basis and general description in this paper are analyzed. , , , . , . , , . ., , -, . (10 ) : , (I ), (II , ). , . , , . 90- . « », , , . 602 ( 20012002 ) ( ) - . . , ( « », « », « », « » .). . 1990- , . , , , . . . 2007 «» , , «» 1 «, , ...» (I II ).

1. . ., . ., . ., . ., . ., . . , , ... I / . . . . ., 2007; 2008. 2. . ., . ., . . , , ... II . ., 2007; 2008. 3. . ., . . . . . ., 2004.

XVII. :

( )
. . xopowo@mail.ru

This work covers the steady verbal-nominal word-combinations in scientific style of Russian in comparison with Korean. Author pays attention to features of steady verbal-nominal word-combinations in scientific style of Russian and Korean languages in the semantic and syntactic aspects. Similarity and distinctions of steady verbal-nominal word-combinations are noted. It is shown that the presence and active use of steady verbal-nominal word-combinations is the basic feature of scientific style in both languages. - , . « » (. . ). - , . , . - , . - , , . . , . - . , . - . - , , . - . - - , . , , . . .

1. . // . ... . . , , 2005. 2. . . // . . . .; ., 1947. . 2 1 2 8 . 3. . ., . . // . 9. «». 2003. 5. . 723. 4. . . . . 14. 1978. 5. . . - // . ., 1978. 6. . . : . ., 1 9 8 5 . . 7 3 7 8 . 7. . . - // . .; ., 1966. . 4768. 8. . ., . . . .; ., 2003.

« » -
. -, . / M. Kossakowska-Maras, M. Mierzwa
() marineczka@wp.pl, magdalenamierzwa@wp.pl C , , , ,

Summary. The article depicts the problem of the use of the new course book entitled ,,Znakomimsja s Rossijej», which helps in shaping communicative as well as sociolinguistic competence of students learning Russian at the university level. The following article concentrates on the necessity of student prepartion for so called dialogue among cultures and the development of self-reliance and creativity of learners. The article gives a brief description of the very structure of the book and also some examples of shaping communicative and sociolinguistic competence of students on the basis of the aforementioned coursebook. 1. -- . . , . , . - . , , , , « » . , , . . -, « » 1 ( Breakthrough) 2 ( Waystage). , , -, , , -, . « ». 2. « » , 603

XVII. :

, . , II . : « -- », «», « », « ». , , , -. , , , , , . , , , . . c , . PowerPoint. 3. - - « ». , , : 3.1. ? 3.2. ? 3.3. ? 3.4. E 3.5. , 3.6. - . , , . 3.2. ?

, / . 1. -- . . . : , : , , , , . , , , PowerPoint ( 23 ) 2. , . : , : -, , -. 3. . http://www.datschabooking.com/173/dacha-ru/dacha-story-ru.html. ? ? 4 -- . : , , , «-», / ( -- ). , .

1. Kossakowska-Maras M., Mierzwa M. , Wydawnictwo Uniwersytetu Rzeszowskiego, RzeszСw, 2009. . 179.

. . / Raissa Krivitsky
(, ) rvk3@cornell.edu , , ,

Summary. The paper suggests that the widespread popular interpretations of Russian traditional folklore present an inexhaustible field for student exploration of the richness and diversity of styles in the Russian Language. (, , ), , , , . , , . , , , , . , , . « ». , , , , , , . , , , , . , « » . 604 , , . «» . « » , . , . « », , , . , , . «-» , . , «, », , , , , , . , , . « », , , .

XVII. :

« » , , , « » . , -- , , . , , , . , , , .

, , , , , , , , , . , , , , , , .

« »
. .
. . KUZ@topgen.net , , , , , , ,

Summary. This article treats the word problem and the ways of its so education. , , , , , , . , . . . -- , , , . . «» . ( ) , , . «» : « a b», « a m» [4: 58, 61], -- , : « ». -- , : « ». , « a b» « () a () b». [3: 5658; 66]; [ 2: 4748] ; [ 5: 53] . -, . . , [1], [6], [7], [8], [9], «». : ( ); ( ); ( ); ( ); ( ); ( , ); ( ;) ( ). : «»: a b ( 15 20); a b ( 15 20);

lution in case of the preparatory higher (pre-higher) mathematical a b ( 15 2 0 ); a b ( 13 39). «»: a b (*); a b (*); a b ( 15 20) (**); a b ( 15 20) (**); (*) a b , - , (**), : (?) (?) (.: (?) (?) ). , . [4], [3] «», , «». , «» : (?) ... (?) ...; (?) ... (?) ...; (?) (?) ; (?) (?) ; (?) (?) . «». . , -- . - , , ( ). , , , , . 605

XVII. :

ab [] 15 20 ( ?) b ( ?) b 15 ( ?) 20 ( ?) 20 [ x y ] ( D ) ( ?) D [ CD] [ CD] ( ?) [ CD] [ C ] ( ?) ( ?) D ( ?) ( ?) D ( ?) ( ?) ( ?) D ( ?) ( ?) ( ?) [ ] ( ?) [ P Q ] ( ?) ( ?) ( ?) P ( ?) ( ?) Q [ ] ( ?) [ P Q] ( ?) ( ?) ( ?) P ( ?) ( ?) Q ( ) ( ?) () ( ) ( ?) () ( ?) ( ?) ab [] 15 20 ( ?) b ( ?) ( ?) ( ?) b 15 ( ?) 20 ( ?) 20

1. . ., . ., . ., . . . 2- ., . . ., 2005. 2. . ., . ., . . . : - . ., 1988. 3. . ., . . : . . - , . . . . ., 1985. 4. . ., . . : . ., 2005.

5. . ., . ., . . . . : -, . ., 2003. 6. . / . . . . . , 1987. 7. . ., . ., . . : , , : . . ., 1971. 8. . . : . ., 2008. 9. . ., . ., . . -: . . . . ., 1984.

. .
() vshmelkova@rambler.ru , ,

Summary. Scientifically-practical approach promotes selection of the language material of the scholastic dictionaries and creation efficient textbook any level. 1. « » . « 606 » , . :

XVII. :

, 1725 , , , . -- I , , , - . . . , , , 2% . 530 , . . 2. , , , . . , . , , , -

, ( , ) , . , . , , , , , . , -- , . -- , , , , , . -, .

1. . ., . ., . ., . ., . . . ., 2002. 2. . . : . ... - . . ., 2005.

- ( )
. .
. . irina_kouzmitch@mail.ru , , ,

Summary. The paper presents a teaching system to develop written professionally oriented speech skills of the natural sciences MA students. 1. - . 2. : - (, , ) . 3. , , . -, , , , ) , ) , - . : ) , , , , ; ) , , , .

( )
. .
. . . () nkulibina@mtu-net.ru, fpk@pushkin.edu.ru , / , ,

Summary. Methodology of teaching reading skills based on universal cognitive strategies could be used both in teaching language for natives and for foreigners. 1. , , . , , . , ( ) . , , ( , , ) , . , , (), , . 607

XVII. :

2. () , , , . , , , . , , , . , , . 3. ( ) , . . , , , , , , , -- -- . , , ( . . ) . : ( -- -- ), ( ). . -- -- . , , , , , ( ? ?) , . . , ( ) « » -

(«», « » .) «» , , . , () . 4. , : , () , , : (), (), . . (!) ( ) : ( ) ( ) . , . -- (-), , -- . , : , , . ., -- , , . . : , ( !) . 5. , , , , «» ( , . .) - . , ... . , . . , « , ... , ...».

. .
- ; (, ). laskarevaelena@gmail.com , , ,

Summary. At an advanced stage of teaching Russian as a foreign language lexical compatibility was one of the most important and complex subjects. The author, analyzing some aspects of the study of lexical compatibility, offers his approach to lexical and grammatical material. 1. : , , , , (. . , . . , . . , . . , . . .). , - , . , -- , -- (). 608 , . : 1) . 2) . 3) . 4) : , . 5) , ! 2. ? , 90% , ( : ., ,

XVII. :

). . , : () ( ); () ? -- , , ?.. ? ?.. «» : + , , ; + ; , ...; + , , , . . : , . 3. « » , , -- -- , « » . -- . 1. «» . «» ( -- , , -; -- , , ; -- , , ...; -- , ...; , , ; -- , , , ; -- , , ; -- , ; , ... ; -- ; , ...; , ; -- , , , ; -- , ...; , , ). «» «» « » (., . [4]): -- , , ; -- ; -- ; . .; -- , , . 2. «» , : «» ( , : -- ); « » ( -, : -- ); « » ( -- «» ), «» ( : : -- ); «» ( -- , ; -- ); « » ( -- -); : [4]. ,

, -- « ». . « » . 1. : «» , : -- , ; -- , ; -- , , , ; -- , . 2. ( , ): -- , , ; -- , , . . . 3. , -- . : -- , -- , -- , -- , -- , -- , -- . . 4. , (, ): -- , ; -- , . . «» . , «» : -- -- , . . 1. « » -- . 2. , «», «» . 3. .

1. . . : . 2- . ., 2005. 2. . II . . ., 1999. 3. . . . ., 1975. 4. . . . 2- ., . ., 2008. 5. . I . / . . . 3- ., . .; ., 2005. 6. . II . / . . . . ., 2009.

. .
. . anna_lileeva@mail.ru , , ,

Summary. The paper provides a theoretical framework for the avantgarde poetics analysis in classes of Russian as a foreign language. It shows the connection between the structural characteristics of the text itself and the methods of its educational interpretation which is exemplified with a case study of Russian futurist extracts and integral texts along with the works of modern poets. , . , . . , . : . . « », 609

XVII. :

- -- -- « » [2: 232]. -- (, ). . -- -- -- -- . , . , , , . «». . . , , «, ». : « » . : « , , , , , , » [4: 118] ( . -- . .). , , ( , , , , . .). -- . , -- . , , , . -- . , , , , , . , . , , , . . . [3], : « , : , , , , , , , ». ,

, , , , , . . , , « », , , , , , , , , . , , . , , , : , ; «»; , . ( ), « » [1: 25]. , , . : 1) ; 2) , ; 3) ; 4) . , , . , - , , ,. , , . , , . .

1. . . ., 1996. 2. . // : - . ., 1991. 3. . . : // Philologika. 1995. Vol. 2. 3 / 4. 4. . . . ., 1996.

. .
() a.li@takas.lt , , ,

Summary. The paper discusses the specific character of the course of modern Russian phonetics aimed at students of versities. The course not only covers the analysis of sounds system of the studied language, but also represents phonetic language. In other words, this course of Russian phonetics includes elements of the contrastive analysis. Furthermore, to be expedient for both theoretical and applied aims: it explains and helps to practice correct pronunciation of Russian focuses on the process of learning of Russian phonetics by Lithuanian students of Russian philology. « 610

non-Russian unidata of the native the course seems words. The paper

», , , .

XVII. :

, , . , , . , . , - , , , . - ( ) , . , , . , , - . , - , -. «», , , . , , . . , , [3: 76]; [2: 355, 462]. -- , . , , , . , «» , . ['-], [-']. «» [2: 455459], , , , , -

. . « » ( , -- . [1: 545]), . , , [], . *[''], *['] . [] [] . . , [4: 219220], . dirba [rb] (`') -- dirbti [r'p't'] (`') . , . , , , [] ['] , . , . , [] - // , .: *[] (), *['] (). . : , . , , , - , - .

1. . . // : : . ., 2007. . 545-546. 2. . ., . . . ., 2001. 3. . . . -- , 1985. 4. Girdenis A. Teoriniai fonologijos pagrindai. Vilnius, 1995.

(ALTE)
. .
. . eimarkina@mail.ru , ,

Summary. The report is devoted to the Russian State System of testing, its goals, components and its connection with Association of Language Testers in Europe -- ALTE. The special attention is paid to the lexical minimums for different levels of Russian as a foreign language. 1992 ( ). - . 1990- , , . 611

XVII. :

, : . , , , . , : ; ; , . (Association of Language Testers in Europe -- ALTE),

1990 . ALTE : ; ; . , ALTE , ( ). 30 , 26 . 1998 ALTE . : Waystage user ( ), Threshold user ( ), Independent user ( ), Competent user ( ), Good user ( ). , ALTE. :

, ALTE , ALTE Waystage user Threshold user Independent user Competent user Good user (), , (), , . , , . , . -- « , » [1: 133]. , , : , , « ». . , ( ). , , . -- « », « ». . (, , ), . -- -- , ALTE.

1. . ., . . ( ). ., 1999.

. .
. . rkigf@philol.msu.ru

Summary. The subject of the report is a classification of scientific text from the point of view of teaching Russian as a foreign language. , : ) (. . , . . ); ) (. . ); ) , (. . ); ) (. . ). 612 [3] [1]. ( ) - () [3]. - (. . ), . -

XVII. :

, ( ) [2: 91]. . . , (), , , -

, (). , « »:

- / , - / 1. . : . ) ; ) . 2. , . . . 3. , . . . , . [1]. , : ) ; ) .

-- / - / 1. . . , -- , () -- ( ), , .

1. . . - : . ... . . . ., 1988. 2. . . // . 1995. 3. 3. . . (1 , - ): . ... . . . ., 1985.

. .
. . . () al.mitrofanov@gmail.com , , , ,

Summary. This paper deals with the problems of modern Russian linguistics. ( ) , . , , , . . , , , . . , , : « . , , , : , . , , : , , » « ». (. . , . . , . . .) , , . , . . , , , . XVIII , , . , . , « » « ». , , « , » -- « », 1806 . , . , , , , , . . . - . . , : , , « . -- ; , , ». , , XIX , , . . . . , « ». , , , 613

XVII. :

: . . , ; . . , , , , , ; (, , .) , , , () .

, . . : « , -- , -- ». , , , : , , , , , , , , , . « , »: . . , , . , , , .

. .
(, ) mnagzibekova@mail.ru , , , ,

Summary. he work considers problems of general situation of functioning and teaching Russian language in the republic of Tajikistan. A Direction of the President was issued and the State Program was adopted and also «Educational Standard of Russian Language»was worked out and affirmed for enhancing and modernizing of Russian language. , , , . , , , , . , , , , , . , , , . - , , , . , . « » (4 2003 ), , « , , , - , ». 2 2003 20042014 . : 1. - 614 , . 2. , . 3. . 4. . 5. . 6. - . 7. . 8. . 9. . 10. , , . . , , , , , , . « » , , , , , . , . « » (1997 .), (2008 .) . , , : ) () 50 % : , , ; ) , -

XVII. :

; ) , ;) , ; ) , .

, . , . , .

. . , . , . .
(, ) Natalja.Netsunajeva@sisekaitse.ee, Merle.Tammela@sisekaitse.ee, Jelena.Trahtman@sisekaitse.ee , , , ,

Summary. Teaching Russian as a language of professional communication is described in the report. Motivation of trainees is explained, goals of language studies are named as well as the methods to meet the goals. : , , - , , . + / + . ( 26 48 12 24 ). , , 3- : , ( 24 36 ). , . , , ( 58 72 ). , : . , , . , , -- , , , . , . , . , -- , , -- - . , , . . « ! , !» « », «, . », « ?», « ? », « . . », « ». : « », « », (); « », « » (); « », « », « » (); « -- », « », « » (); « », « , » ( ). : « » -- , -- , -- . , . -- , . « ? » «» . , , 2 ( ). , : « . », Tallinn, Sisekeitseakadeemia, 2005; « . » Tallinn, Sisekeitseakadeemia, 2007; « . », Tallinn, Sisekeitseakadeemia, 2007; « . », Tallinn, Sisekeitseakadeemia, 2007; « . . Tallinn, Sisekeitseakadeemia, 2008. : (« », « », «, ») -- (« », « ») -- . -- , : « », « ». -- , , . : ? ? ? , . - -- , , , . , . 615

XVII. :

. .
. . e.yu.nikolenko@rambler.ru , - (), ,

Summary. Interaction as a leading parameter of language learning. Creation of interaction by composition of computer technologies and traditional methods. interaction, «». , , -- , . , , . : , , , , , , [1: 1819]. « », . , , , . - . - () , , . , .

: 1. . 2. , . 3. . 3. ( ). 4. . 5. . 6. . 7. . , , , , , . ( ) . . , . , , , , . , . , . , : 616

« » ; , , , , ; , , . . () , -- . , , . . , , , , . , , , , , .

1. . , ., 2006.

XVII. :

()

« » « »
. .
. . odintsova@mtu-net.ru , ,

Summary. Frame can be called the basic structural unit of pedagogical discourse, eductailonal situation is a main communicative unit. The main differences between situation and frame are given in the report. - -- , , (. . , . . , . . , . . , . . . . . .). « -- , , , , -- » [4: 29]. « » ( ) , . , , -- - , , « » , , , . , , , , . , «», «» , -, ; -, , « » ; -, , , . «» : . . , « -- , » [3: 251]. . , . . , . . . « » [2: 59], . , , , , . « » [5: 320] , , , . . «» «» : -- , -- . . , ; , « ». -- , , . , , , -- () ; , . . , , ( ), -- , ; . , . . -- . , , 617

XVII. :

-- . ( ) , , : « -- , , , , -- ». , , , (-) , (-). - , - . - - -

, : , [1: 91]. , , ( ).

1. . . // - . . ., 1994. 2. . . // - . . ., 1 9 9 4 . 3. . // . ., 1978. 4. . . // . 2004. 3. 5. James W. Principles of Psychology. Vol. 2 . NY., 1950.

. .
. . sveta.v.orlova@gmail.com , ,

Summary. stand and t practice in of Russian

The paper is devoted to teaching of modal particle usage in the lesson of Russian as foreign language. When trying to undero learn using of russian particles the foreigner is confronted with a lot of difficulties such as the lack of material, absence of lessons, complexity of particle semantics etc. This work accents the importance of involving of modal particles in the lesson for foreigners and suggest some ideas to the methodology of teaching of particle usage. , . . , . , « » (), [6]. ( , , , -- , .) , . « » (), [4]. , , . . () (. [1], [2] [3]). , XIXXX . , , (, , , , , -). . . , , , (. , , , . .). , , . , . , , , , , , , , .

, , . , «» ( 120 ), , . , , , , , , . , , . , , ( -- ), -- : ., , - [5]. , « » , . , , . , , «» . , , , . . , . , . , . , , . , . , 618

XVII. :

, .

1. . ., . ., . . . ., 1993. 2. . ., . ., . . . / . . . . ., 2003.

3. ., . . Frankfurt am Main, 1999. 4. Helbig G., Helbig A. Deutsche Partikeln -- richtig gebraucht? Leipzig, 1995. 5. KЖnig E. Adverbien und Partikeln: ein deutsch-englisches WЖrterbuch. Heidelberg, 1990. 6. Weydt H., Harden T., Hentschel E., RЖsler D. Kleine deutsche Partikellehre. Stuttgart, 1983.

. . -
() A.V.Peeters-Podgaevskaja@uva.nl , , ,

Summary. There is an increasing number of bilingual children in Europe who have Russian as one of their mother tongues. However, there are no teaching strategies, appropriate course books and school materials, based on goed insights into the peculiarities of Russian language acquisition. In this paper I provide a short survey of the language proficiency of bilinguals, which is determined by the sociolinguistic situation at home, exposure to Russian, age and cognitive development. These matters need to be taken into account when Russian language courses are being designed. , . , - ( ) , - . , , , , . , , . (. . ). : , , () ; ; , ; , . , , - [3], [6]. 1. () . ( , . .) . . . , , , . . : , . «» , . ( ). 2. - - . 1. 57 . -, , , [1], [2], [4], [5]. -, . , , 57 [3], [7]. , : / ; : -, ( ) -- ; ; ; ; : ; . , , . , , -- , , , , , , . 2. , 810 1113 , : ; ; 619

XVII. :

; ; ; . , , - . , . (, , , . .) , . -

- .

1. . . // . . .; , 2001. . 341483. 2. . . . . . . ., 2004. 3. - . 57 // Literature and Beyond / . E. de Haard, W. Honselaar, J. Stelleman. Amsterdam, 2008. . 609627. 4. . . . , 1994. 5. . . . // . ., 1994. 6. Iancheeva N. Een voorstel voor een leerplan Russisch voor kinderen van Russische afkomst ( , ). Amsterdam, 2007. 7. van den Akker S. Gebruik van het naamvalssysteem van het zelfstandig naamwoord bij 56 jarige Nederlands-Russische tweetalige kinderen ( , ). Amsterdam, 2009.

*
. .
- TPotapenko@yandex.ru

() verayeh@nccu.edu.tw ,

Summary. This report expounds the tasks and partly material of the lecture-concert as a linguoculturological class about Gogol's plots in Russian music. , « », . , . , , , , , , , , , , , . , . , , . , . « » , . , , . , , «» , . -, , . 1. , . 620 2. , . 3. , . 4. . -, , , , . - « ». - -- , . . . . 1. . 2. . . . 3. . . . 4. . . . 5. . . . . 1. , . 2. -- . 3. -- . 4. .

___________________________________ * ( 080695181 / ) (NSC 972923H-004.

XVII. :

5. . 6. , . 7. . 8. . : , . ( - , , ), ( -, « ») ( , « »). , , XIX , .

. . . - «» -- « ». , , , , . , . , , , , , . , , « » -, 31 2008 . , , .

. « ? »
. .
() linaruj@alice.it , « »,

Summary. In this paper the story "Cats and Hares" by Jurij Trifonov is used as an example to show how narrative text analysis is carried out in the advanced courses of Italian students. The aim is to show how to interprete a text through structural and linguistic analysis. . , . . . « ?». . . , « » (1980). , «» , . « » (« », « », « »), , , . «» , « ?». , , , , . , . , « », «». , . « » , . . 1. . , , . , . . -- , : , [1]. , . ( «», «» , , , ) . , , . 2. . , : « » ; (): - . « ?» -- « », , . « ?» . , . : I, II. . ( . , , , , . , , , , . , ). , , . . . -- . , : ; , . . , , , . . 621

XVII. :

, ( II -- « »). , , . - -- . 3. , . -- . ,

, . ( ), ( ). , - , , , , .

1 . Genette G. Soglie, I dintorni del testo. Torino, 1989.

« »: , ,
. -
() m.ruizzorrilla@ub.edu

. .
. . adunaev@dol.ru , , ,

Summary. The conception of "Russian Language Vocabulary" electronic resource for Russian as a foreign language practical course (the 1-st and the 2-nd year students of Barcelona university) is given in the report. The gradual series of lexical minimums of Russian language certified testing system are in the basis of this resource. The working procedure with the lexical material provides for the chain of technological steps starting with the maximum attention to a word (it's meaning, pronunciation, graphics, paradigmatic and syntagmatic relations) up to a word's communicational potential mastering, it's capability to participate in realization of this or that intention, in the real purposes of authentic conversation achievment. The report is illustrated by the variants of thematic modules (A, A1, B, B1 levels) presentation. «» , , , , , , (). , . . , , 1 [5]. , , , , . , . «» «» - , , , , , . (, , , ) -- . , , , , 622 . , , , , , . , , , . , , , -- , . . «», . . , « ». 1- , (2) : 1) «» ( + + + ); 2) « » ( + ); 3) «» ( + + ); 4) « » ( + + + );

XVII. :

5) «» ( , + + ); 6) «» ( + + + + ). 2- : 1) «, , »; 2) «: »; 3) «: , »; 4) « » ( + + + + ); 5) «, , , »; 6) «» ( + + + + ); 7) «» ( + + + );8) «» ( + + + ). «», « », «», «». . 1 -- «» -- : ( , ), , , , . 2 -- «. » -- , . -- , , . 3 «» -

, , ( ), . , , , () . , , , , .

1. . ., . ., . ., . . - ( « ») // . 9. «». 2001. 6. 2. . ., . ., - . // . . : . - . ., 2009. 3. : . / . . . , . . , . . . , 2008. 4. . . . ., 1980. 5. . . . 1. ; 2. . ., 2007; 3. ; 4. . ., 2008.

. .
reprocentr@mtu-net.ru , , ,

Summary. This report is devoted to the problem of actual division of the sentence and it's role of the teaching of Russian language as foreign. Attention has been paid to the importance of the actual division of the sentence at the theory and practice of translation. (, , , , , ) , , ( , , , ), , , (« »). , (P. Byrd, M. A. Halliday, W. Littlewood, G. Lock, G. Costas, J. K. Mora .). , , , . , , - ( ) , , ( , , , , . .). , , , , . , , , - , , . , -- -- « « ». « » ; ; ( « ,," ( ) ( ) -- ?»); , -- ; 623

XVII. :

, , , , ; - , - , , , . . (, , , , , , , ), , , , «»( , -- -- ), «» (, «»), ( ), , ( ) . : « ?»). (-, ) , . , , (- ; ; .) , . , , , , , . , , , , . () , , , , . - . ( ) ( )

(, ) . , , , , , . ( ), , . -- , , , . , , : 1) , ( ; 2) . , . . , : , , , , . , , , , , , , . ,, , , « », , , . , , . ( ) , . , .

1. . . - : . ., 2000. 2. . . . ., 1 9 8 2 . 3. . . // . ., 2006. 4. . . . ., 2009. 5. . . // . . ., 2003.

« »
. .
« » () naminna@yandex.ru , , , ,

Summary. Given paper is devoted to disclosing specificity of teaching of the discipline «Russian and standard of speech» in national high school. The students-bilinguals who are not native speakers of Russian, often experience difficulties in communication. In this connection on the foreground the communicative orientation of the course is put forward. « » 90- XX . : , , . . -- , . . , 624 . . , . . . , , , , -- , . -, , -

XVII. :

, , - . () : , , , , , . , , , . , , . , : 1. , , , , . () , , - . 2. - , . , -- , , , . . 3. , , , . , , , . -- , , , , . 4. , « » :

, . , , : -, : , , ; -, : -, , . 5. , , « », . 6. . , , . , , , . : 1. . , . 2. . , , , . 3. , . , . 4. . . 5. ! «» . . . . , «... . , ...». : « », « ?», « », « ?», « -- », « », « », « », « », « ». , , , , , , , .

. .
«ILC» () rubin-saf@rambler.ru ,

Summary. A system of integrated study of the Russian language, Russian literature and culture materialized in a course of Russian language and literature for students speaking a foreign language et an advanced stage. Expressive reading in this course is very important, it resolves general and specific functions. . , , , , . , « » (. . ), , «-», , , . 625

XVII. :

(. . [2], [3]) . , : , , ( -- -- -- ...), . , , . ., : ) - (, .); ) , (, .); ) - - . - -- . - , , , . , () , , . . - , «», - , . , , - «-, » [4]. - , - , , , . . , - , , . , I , , - , -, , -, , . ( , , , ?)

, «», « »: «... , , - , , , , , -- » [1: 197]. , , , - , , -, - . , , -- « », . - , , , , , , , . , «» , , , . , , «». , . , , . , , , . « ...», II .

1. . . // . ., 1990. 2. . . . ., 2002. 3. . . . . . ... . . . ., . , 2004. 4. . . . . ., 2007.

. . -
. . () solnceva@yahoo.com, solnceva_e@slav.uni-sofia , , , , ,

Summary. The paper examines the role of information in the sphere of education and the factors that determine it. The author comes to a conclusion that higher average level of qualification in the realm of new information technologies of teachers and lecturers in Russian creates possibilities for software companies to make better software. Because of that creating professionally oriented programs for qualification of teachers and lecturers in Russian language in the field of new information technologies and acquiring of habits for creating multi-media educational materials is one of the prime tasks. , , . 626

XVII. :

(), . --

.

( )
. .
. . juartum@mail.ru , (< vdti < vidti?); () (< / (< / ) (< )?); (< < vscati / vtiti?)

Summary. The semantics of words derivated from the archaic verb meaning `to know' is closely connected with the semantics of the verbs , , and their derivatives. It's really important to include this material in the course of Russian for foreign students. , () , . , , `', ( ) , , . , , , `'. .: -- , , , , , , . -- , , / / . , , , ( , ), - (< vdti) -- , (.), (.), (.-.), (.), vdma (.), (.). svdti (. .) `' - «» (), , , . . -- , « » , . .: `, ; ' svdti, «», «» () . vdti / vsti `' «» (), / «». , - (< vdti / vsti) - (< / ) . , (` ') (` ') `' `' (< nev + ved + t + a = nevesta) [2: 564]. . . `', `' [1: . 232], . , , «» () -- nvsta [2: 564]. , , . nevst `', `', `', . : , , , . . , , <...>. . -- , , , « » <...>. , . , <...> , , ( , ) ( ) -- . `, / ' - (vdti / vsti -- . .) `', vscati / vtiti (. .) `, , / ', , , vt `, , '. izvt `', `' , , izvscati / izvtiti `', `', `'. . / (< izvscati / izvstiti -- . .), (< vst), , , - (< vdti) -tj (vd + tj, dt tt st). / ` / ', ` ', - . , , / . `', - -- , , , , , , . - - , . , .: [. . . -- . .] (. ); , (. [--]). `' , `, , ' (, , , ) . / / / / . , , . , , , : , , , . `' `' , .: И, -, -, - ( , , -- , , , ) И, -, -, - ( , ). (`') И ( , , ), - / (`') , , . И ` ', 627

XVII. :

: , (. . ). - - ( , ): .

1. . . . . 1. ., 1989. 2. . . - . . 1. ., 1993.

, , :
. . / Rimma Urkhanova
() / Freie UniversitДt Bozen / Libera UniversitЮ di Bolzano (Italy) RUrkhanova@unibz.it, rimmaurkhanova@mail.ru , , , . .

Summary. The presentation deals with some observations on my experience of teaching Russian at the Universities of Bolzano and Trento, where Russian is offered by the Language Centers as an optional language for students not specializing in Slavic studies. 1. -- , . . (Third language acquisition and multilingualism), / ( ), . : , , , , , «» , «» . 2. L4, L5, L6, L7 1. , (L1) (, , - , , -- ), L1 . , 2008 / 2009 14 , , , , . , , . . , L4, L5, L6, L7, « » . , , ( « -- / more languages, more factors»: Factor model [2]. 2. , , , «» , «» , . : , ( -, ), , - . 3. (, ), , , , ( «» ), -- . 4. , , , L1, L2 ( « », external supplier [1]), , , . «» , , (inhibition factor -- J.-M. Dewaele), , , , , . , « » (L. Talmy) , .

1. Hammarberg B. Roles of L1 and L2 in L3 production and acquisition // Cenos J., Hufeisen B., Jessner U. (eds.). Crosslinguistic Influence in Third Language Acquisition. Clevedon, 2001. P. 2141. 2. Hufeisen B. How do foreign language learners evaluate various aspects of their multilingualism? // Dentler S., Hufeisen B., Lindemann B. (eds.). TertiДr- und Drittsprachen. Projekte und empirische Untersuchungen. TЭbingen, 2000. P. 2356.

. .
() ninahamgokova@mail.ru , , -, ,

Summary. Nowadays the problem of tolerance formation becomes very important and urgent. The article gives the experience of study Russian folk culture at the Russian language lessons at Higher Education Institutions that helps to build the respect towards other cultures and nations. The data can be used in studying all the aspects of the Russian language at Higher Education Institutions. . 628 ,

XVII. :

. . , - , - , . - - . : - , ; , . - , , , - . , , . , , , , . «» -- . , . , -- . . «» -- -, , , [1]. , , «» : «, , , : , . , ! . , , . , -- , , , , , , , . , : , , . . : , -! , , , , » (. ).

. - . (), -- , , ; , -- , . . , -- , , . , . -- , -- , . - , , . . , -, , . : ? ? ? ? , , , ? ..., ? ? , . , , , - . -- , , , .

1. . . : . . . ., 1978.

. .
- () (, ) havagyan@ipia.sci.am , , ,

Summary. The intercultural competence that is ensured by knowledge of another culture and language is required for a comprehensive intercultural communication. The Armenian culture joins to Russian culture by means of the Russian language. Due to changes of the language-related situation in NIS countries, including Armenia as well, the number of bilinguals decreased and this latter sets new challenges for the Russian-language experts of the Republic of Armenia. The circle of questions to be solved by the Russian language specialists involves a broad spectrum of problems -- from those relevant to culturology to methodical challenges. . , . , . , , , . , , -- . - () () , . -- , , , -- , . , , . 629

XVII. :

, . , . , : , , , . . , , , , , - .

, , , , , . , : - ; ; ; -; . .

1. . ., . . . ., 2005. 2. . . . ., 1 9 9 6 . 3. . . . : . . ., 2005. 4. . ., . . . ., 2006. 5. . . . , 2000.

( )
. .
(, ) 130002@rambler.ru

Summary. In this paper considered substantiation of theoretical-methodological positions of integrative approach to development of communicative strategy and tactics of Russian language teaching by students -- foreigners, training in Kazakhstan. , , . , , , , . () -, , . , , , , . , - , , , , . - () , , - , . , , -- « », «» « ». ( ), - . 630 , , , ( ), ( ) , . - - , , . (, , , , , .) , , , . , , , - , -. -- , , . , , , , , , , , . «» , , - ; , , , ; ,

XVII. :

. , . - , , , .

; , , ; ; ; ; . , , , .

-
.
. . . (, ). Emilia.Charfaoui@gmail.com , ,

Summary. The report contains analysis of the experience of teaching non-linguist students in the Slovak university; as well as recommendations in view of the present geopolitical situation to Russian language academics. ( ). - 2 ; ( ) 4 6 . , , . . . , ; (, , , ) . - . , , («», « -- , », « », « », «»). . , « », « », « », « », « », «». , , . , . , . : , , , , ( , ). , , , , « », « », « , », « »; . - , -. , , . , , , . , , , , , . ; ( , ); (, : (. .) -- univerzita (. .); (, «» : -- « , ». . , . - : [4], [2], [3]. -: [1], [5]. . , . , « », « », « », « ». . , -- -- , -- -- , ( : ; : studova na univerzite). ( * ) (* ). , , (, * ). , - , , , , . , , ; , , .

1. KackovА D. Ekonomisty, davajte pogovorim po rusky. 2 cas. Bratislava, 2005. 2. KollАrovА E., TrusinovА L. V. . Bratislava, 2008. 3. KovАcs I., Viczai P., StrelkovА K. RuskЩ jazyk pre pokrocilЩch. . Bratislava, 2009. 4. KovАcikovА E. Rustina pre samoukov. 1 vyd. Bratislava, 2006. 5. Loos H. Russische Online-Grammatik in эbungen // www.wu-wien. ac.at; www.ruskerealie.zcu.cz.

631

XVII. :

-
.
. (, ) masha_sh@inbox.ru , , -

Summary. Apologizing is one of the acts of speech that is communicated with the politeness directly. One of its main functions is changing of the inappropriate communicating conditions. As a result, its function is helping continuing the communications between the people. . / . , , : , , . . , . . . . . , . , : , . : , ... , : , , . : = >< . . . . : , ; , . , . : (!). ... @

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1. , «» «» ( ). . ... . . . ., 2006. 2. . : / . . . . ., 2003. 3. . . : . ., 2007.

. .
. . . ryat@ryat.kstu-kai.ru , ,

Summary. This paper tackles the ways of realizing communicative principles of teaching the Russian language as non-native. , . « . , , » [2: 119]. , . , . . « , , , , , , » [1: 9]. , . 632 (. . , . . , . . , . . , . . , . . .), (. . , . . , . . , . . .). . . , . . , . . , . . , . . . , , . , . , , . -, , , , -- -- , . . . , , (, , .) : - , . , , . . ,

XVII. :

, , . , , , , , , , , . ( , .). -- .

, , .

1. . . . ., 1998. 2. . . ( . .; , 2003. 3. . . : . , 2008.

633