Abstract:

In this research we aim at shaping a profile of an Italian-speaking student willing to study Russian as a foreign language (RFL) in a university of Northern Italy. We focus on pre-university knowledge of Russian linguocuture, long-term goals related to educational path, extracurricular activities, self-assessment of performance, weaknesses and learning method. In addition, this article sheds light on a portion of Italian students affected by the pandemic's impact on education. Our focus lies on second-year undergraduate students who experienced only distance learning, and third-year undergraduate students who spent their first year in regular classes. Similarities and differences are considered and compared to give a further insight to assess whether the distance teaching method influences students’ approach to RFL. In the field of foreign language teaching the ongoing pandemic raises questions about the effectiveness of online or blended teaching methods at a university level, exhibiting more drawbacks than advantages compared to the traditional method. Lack of interpersonal communication, limited speaking opportunity in classroom and restrictions to international mobility hinder students from achieving their language target at the university.

Keywords:

Russian language, Italian language, Distance learning, foreign language teaching.