New Communicative and Expressive Powers in Online and Offline Teaching Russian as a Foreign Language

Communication Trends in the Post-Literacy Era: Polylingualism, Multimodality and Multiculturalism As Preconditions for New Creativity Pub Date : 1900-01-01 DOI:10.15826/b978-5-7996-3081-2.07

M. Martynova, E. Nikolenko, G. Nikolenko

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Abstract

. The article contains the first results of online education of foreign students with various levels of competence in the Russian language (main-ly in conditions of the Russian educational environment). On the example of teaching non-native learners with a philological and non-philological focus in a new distant working mode caused by the pandemic, the defined pros and cons of education in a new educational reality are analyzed. Communicative and expressive powers of online and offline education in teaching Russian as a foreign language are viewed in this context. Abstract. This article assesses the effectiveness of modern approaches in teaching and studying Russian as a foreign language (Station Rotation, Flipped Classroom). The author reviews the most popular electronic educational resources in teaching and studying Russian as a foreign language, paying par-ticular attention to such two foreign resources, but gaining popularity among

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对外俄语在线与离线教学中的新交际与表达能力

．这篇文章包含了对俄语水平不同的外国学生进行在线教育的初步结果(主要是在俄罗斯教育环境的条件下)。以新冠肺炎疫情导致的远程教学模式下以语言和非语言为重点的非母语学习者教学为例，分析了新的教育现实下教育的利弊。在这种背景下，在线和离线教育在俄语教学中的交际和表达能力被视为外语。摘要本文评估了现代方法在对外俄语教学和学习中的有效性(车站轮转，翻转课堂)。作者回顾了对外俄语教学和学习中最流行的电子教育资源，特别关注了这两种国外资源，但却受到了人们的欢迎

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Communication Trends in the Post-Literacy Era: Polylingualism, Multimodality and Multiculturalism As Preconditions for New Creativity

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