About this paper

Appears in:
Pages: 3013-3017
Publication year: 2018
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.0793

Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain

LANGUAGE MEDIATION: THE PLACE OF ENGLISH IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

L. Salekhova1, I. Nekrasova2, N. Skvortsova1, E. Mustafina1

1Kazan Federal University (RUSSIAN FEDERATION)
2Kazan State Conservatory (RUSSIAN FEDERATION)
Communication in culture, society, economy, and politics make the study of Russian as a foreign (RFL) to be necessary. In this perspective, the teaching of Russian as a foreign language nowadays is one of the most popular disciplines among foreign students coming to study in Russia. Any large university has it on the curriculum.

One of the most questionable dilemmas in teaching Russian as a foreign language is to use mediator language or not? This problem is considered to be not insufficiently studied in the pedagogical area, nevertheless, such researchers as Vinogradov V.S., Alekseeva I.S., Jakobson R.O., Stathopoulou M. and others have made a great contribution to the study of this issue. The purpose of the research is to determine this dilemma in order to remove the doubts and to help practicing teachers.

The majority of all incoming foreign students in Russia are from China, so it was decided to check the hypothesis that Russian is better learned as a foreign without mediator language by Chinese students studying at the University in Kazan.

English was chosen as a “mediator” as it is the language of international communication all over the world. During 3 months 2 groups were taught, in one group English was used as “mediator”, in another group the Russian language was taught using the total immersion method.
The results of the conducted test were processed by methods of mathematical statistics and it was definitely proved that the hypothesis advanced above was correct.

The results of the research can be used in determining the better way of teaching RFL or any foreign language in the situation when mother tongue of the teacher and the students are different, and the teacher is a native speaker of the target language.
@InProceedings{SALEKHOVA2018LAN,
author = {Salekhova, L. and Nekrasova, I. and Skvortsova, N. and Mustafina, E.},
title = {LANGUAGE MEDIATION: THE PLACE OF ENGLISH IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE},
series = {10th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN18 Proceedings},
isbn = {978-84-09-02709-5},
issn = {2340-1117},
doi = {10.21125/edulearn.2018.0793},
url = {http://dx.doi.org/10.21125/edulearn.2018.0793},
publisher = {IATED},
location = {Palma, Spain},
month = {2-4 July, 2018},
year = {2018},
pages = {3013-3017}}
TY - CONF
AU - L. Salekhova AU - I. Nekrasova AU - N. Skvortsova AU - E. Mustafina
TI - LANGUAGE MEDIATION: THE PLACE OF ENGLISH IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE
SN - 978-84-09-02709-5/2340-1117
DO - 10.21125/edulearn.2018.0793
PY - 2018
Y1 - 2-4 July, 2018
CI - Palma, Spain
JO - 10th International Conference on Education and New Learning Technologies
JA - EDULEARN18 Proceedings
SP - 3013
EP - 3017
ER -
L. Salekhova, I. Nekrasova, N. Skvortsova, E. Mustafina (2018) LANGUAGE MEDIATION: THE PLACE OF ENGLISH IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE, EDULEARN18 Proceedings, pp. 3013-3017.
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