Innovative technologies in teaching Russian as a foreign language

Ðàçìåùåíî íà http://www.allbest.ru/

Innovative technologies in teaching Russian as a foreign language

Manetu Ndyay, Nguyen Wu Hyong Ti,

Evgeniya O. Grunina



Abstract

innovative technology teaching language

Last decade saw growing interest to innovative technologies in methods of teaching Russian as a foreign language (henceforward RFL). The article presents a review of most recent scientific publications on modern computer technologies. The material of the research includes conference papers, manuals, monographs, dissertations of 2018-2019, materials of congresses of International Association of Teachers of Russian Language and Literature (MAPRYAL) (2016, 2019), Russian Society of Russian Language and Literature Teachers (ROPRYAL) (2015, 2018), articles in scientific journals “Russian Language Abroad” and “The World of Russian Word” which are considered to be the most authoritative journals in the sphere of methods of teaching RFL. The research methods are descriptive and statistic methods, method of continuous sampling. The research revealed main issues on possibilities and reasonability of using innovative technologies in teaching RFL. The growing number of publications on the issue shows the perspectives of innovative technologies in teaching RFL.

Keywords: innovative technologies, Russian as a foreign language, teaching, teaching process effectiveness, virtual environment, methodical potential, internet resources, online courses



The main text

The issue of using innovative technologies in teaching, on the whole, and in teaching Russian as a foreign language (RFL), in particular, is especially actual nowadays because of general level of technical appliances increasing, teaching methods developing, which results in finding most effective, accessible methods and means of education aimed at “reaching maximum of possible mutual understanding in a multipolar world” (Strelchuk, Lonskaia, 2018: 751).

The term “education technology” has different definitions. In the aspect of methods of teaching RFL, the following definition from E.G. Azimov, A.N. Shchukin' dictionary is actual: “Education technology (from Greek techne - art, craft, mastery + logos - learning) is a system of most rational ways of scientific activity organisation, which allow to reach the chosen aim of education during minimal period of time with the least effort and means” (Azimov, Shchukin, 2018: 350). The term was widely used in the second half of the XX^th century because of programmed education development (Ibid.). Nowadays, the term includes two notions: technology of teaching and technology in teaching. This differentiation shows the two parts of the term meaning. The first notion defines “methods of teachers' scientific activity organisation which allow to reach the aims of education in the best way”, and the second one relates to “ways of using technical means of education in educational process and the means themselves” (Ibid.: 351). The main characteristics of education technologies are effectiveness and efficiency, ergonomics, high motivation to subject learning.

“The present stage of methods of teaching RFL can be characterised by innovation, development, move forward” (Taranova, 2017). This definition leads to the idea that learning nowadays meets innovations and productive changes, new methods and technologies, which can make lessons and means of their results estimation more effective.

Speaking about innovations in education technologies, we should, first of all, state what exactly this notion contains. According to V.G. Kolosov, “innovative technologies are a set of methods, means and actions which provide innovative activity” (Kolosov, 2002: 15). Under the term “innovative technologies in professional education” we understand “technologies, aimed at forming students' systematic creative technical thinking and their ability to generate outstanding technical ideas while solving creative production tasks” (Scientific Electronic Library).

Among numerous technologies we can point out the following ones:

- cooperative learning;

- project technologies (project method);

- tandem method;

- case study;

- edutainment;

- distance learning;

- computer education technologies;

- gaming technologies, etc. (Azimov, Shchukin, 2018: 351).

Innovative technologies can be used not only as a means of explaining the material to students, organising distance learning, but also as a useful resource for the teacher. These can be ready-made materials (information resources, open learning resources, simulators) or services for working out materials and organising learning (services for creating learning materials, test constructor, class management, etc.).

Let us analyse scientific publications on innovative technologies in more detail. In 2018-2019, candidate dissertations on using innovative technologies in education process were defended.

For example, V.A. Zhiltsov showed the possibility of using distance learning as one of perspective education forms. He started a pilot project named “3D active and communicative education environment” (TAKOS) where he considered the potential of virtual platform as a means of Russian language environment reconstruction.

The potential of electronic educational resources is also characterised by V. Voronina, who suggests to take them as special means allowing to form communicative skills of future teachers while studying multimedia and internet technologies (Voronina, 2018).

Apart from using distance learning and computer technologies, scientists also describe issues of using certain interactive education technologies. For example, I.O. Amelina writes about “the possibility of combining didactic potential of media resources and interactive technologies for active development of students' relevant competences” (Amelina, 2019: 6) and “creating... a model... based on converging case methods and media resources, for example, authentic cinema and telefilms, as a teaching means at a pre-university stage of teaching RFL” (Amelina, 2019: 8). V.M. Filippova explores linguodidactic potential of project method and its using in teaching RFL “as an effective method of teaching and controlling the level of communicative competence and also a means for developing exploratory, creative and practical skills and abilities of a foreign student” (Filippova, 2019: 3).

Researches on studying and using innovative technologies are now published in scientific journals. We analysed materials of congresses of ROPRYAL, MAPRYAL, scientific journals “The World of Russian Word”, “Russian Language Abroad”. The results are presented in Table.

Table

Year	General number	Articles on innovative technologies	Articles on other issues
	of articles	in methods of teaching RFL
		Russian scientists Foreign scientists
MAPRYAL
2015	953	27		2	924
2019	374	16		7	351
ROPRYAL
2016	426	18		3	405
2018	327	21		1	305
«The World of Russian Word»
2017	91	-		-	91
2018	102	4		1	97
2019	45	-		-	45
«Russian Language Abroad»
2017	170	15		4	151
2018	126	13		5	108
2019	109	5		2	102

The table shows the general number of articles in the above-mentioned editions and the number of articles devoted to innovative technologies in teaching RFL written by Russian and foreign scientists.

The articles can be divided into several groups according to their topics:

1. Theoretical articles on general specifics of innovative technologies, their components and peculiarities of using. For example, L.V. Moskovkin, A.N. Shchukin study methods of teaching RFL, their future (Moskovkin, Shchukin, 2015). M.N. Rusetskaya tells about a new scientific and practical area - digital pedagogy and distance education as a consequence of education development (Rusetskaya, 2019). E.V. Senchenkova, O.A. Nekoz characterize main information and communication technologies in teaching RFL (Senchenkova, Nekoz, 2017). N.D. Afanasieva, S.S. Zakharchenko, I.B. Mogileva describe advantages and disadvantages of distance education (Afanasieva, Zakharchenko, Mogileva, 2016). I.A. Orekhova, S. Trukhanova explore methodical potential of virtual environment as one of innovative technologies (Orekhova, Trukhanova, 2019). Alexander Gross features technological integrity as a principle of language programs realization (Gross, 2019), I.A. Leshutina presents modern education technologies which can be used in teaching RFL at the professional level (Leshutina, 2017). The authors of the article “Influence of information technologies on contents and methods of teaching Russian as a foreign language” conclude about the necessity of changing basic grammar and vocabulary A1 and A2 because of using different electronic means and technologies (Dobrenko, Sokolova, 2018).

2. N. Pavlicheva, N.A. Barannikova, E.V. Rubleva in their article “Distance learning for different groups of users in individualized learning” propose a differ- rentiated approach to users during distance learning and present a classification of users and their characteristics (Pavlicheva, Barannikova, Rubleva, 2016).

Some articles are devoted to organization and functioning of mass open online courses (MOOC). For example, E.M. Afanasieva tells about the history of MOOC in the system of open education, their realization, structural elements and content (Afanasieva, 2018). E.A. Vlasova, O.S. Eremina, O.A. Kultepina characterise principles of MOOC constructing, analyse their linguistic and methodical traditions (Vlasova, Eremina, Kultepina, 2018).

Many methodists are also interested in blended learning. S.S. Khromov, V.G. Apalkov, N.K. Nikonova describe a linguistic and didactic model of integrative (blended) learning (Khromov, Apalkov, Nikonova, 2016), while N.A. Bure describes mixed learning as a new paradigm of modern educational environment (Bure, 2019).

3. Articles, devoted to practical issues of using and potential of certain innovative technologies. We can divide such articles into several groups:

• articles about electronic manuals, textbooks, and complexes: “Characteristics of interactive course books on Russian as a foreign language ” (Vasilieva, Fedotova, 2019); “Development of a network textbook on RFL: challenges and solutions” (Levina, 2015); “The basic course as a key element of an interactive educational complex on Russian as a foreign language” (Khorokhordina, 2018);

• articles on functioning electronic platforms, resources, distance courses: “Electronic platform `Business Russian ” B1: principals of selecting and constructing teaching material” (Blum, Ryazantseva, 2018); “Experience in creating electronic resources on major subjects at pre-university stage ” (Vasilyeva, Levina, 2015); “Principles of integration of e-courses in teaching Russian to foreigners at the university” (Khorokhordina, 2018); “Distance learning of RFL: successful experience of using the portal `Education in Russian ' ” (Rusetskaya, Elnikova, Pavlicheva, Rubleva, 2017); “The portal `Education in Russian' as educating and intellectually developing Internet space” (Shipelevich, 2018);

• articles on using innovative technologies for forming certain skills and abilities in different aspects, types of speech activity:

- phonetic: “Forming phonetic skills in teaching Russian as a foreign language in digital era” (Deryabina, Dyakova, Mitrofanova, 2019);

- grammar: “Forming grammar skills of foreign students with the help of information technologies” (Puliaevskaya, Skobelkina, 2019);

- writing: “L2 writing instruction in Russian: new challenges and new solutions of digital era” (Lebedeva, 2017);

- listening: “Modern technologies in teaching aural skills: organizing students' homework on the LMS canvas” (Andreeva, 2017);

- reading: “Cybertext as a new type of educational text” (Akishina, Trya- pelnikov, 2015);

- speaking (monologue and dialogue): “Potential interlocutor as an effective assistant in the formation of dialogical skills and abilities on the lessons of Russian as a foreign language” (Polyakov, 2017);

• articles on forming competences:

- cross-cultural: “On Russia. Questions and answers: short country study course” (Kalenkova, Kastelina, Chubarova, 2018);

- linguistic and country-studying: “Language and culture distance course for foreign students of philology” (Ushakova, 2015);

- cultorological: “The role of the cultural component in RFL teaching: integration experience of new information technologies in Italian and Russian universities” (Berardi, Buglakova, Petanova, 2015);

• articles on potential of innovative technologies, including distance education, specialized programs, applications and portals which can assist in foreign students testing: “Using the electronic training system for certification exams preparation” (Bulygina, 2015); “Computer certification testing: content, contingent, context” (Korchagina, 2015); “Cloud-based technologies as a supporting tool for developing computerized adaptive tests” (Varlamov, Zakirjanov, 2016);

• articles where innovative technologies are considered as a potentially effective means in composing, organising and checking exercises, tasks for students, learning Russian as a foreign language: “The use of computer technologies in the course of Russian language and speech culture in the architectural university” (Egorova, 2016); “Exercises in teaching Russian as a foreign language: tradition and new reality” (Elnikova, 2017); “Modern technological support of exercises system on the teaching of Russian as a foreign language” (Vokhmina, Kuvaeva, 2019);

• articles on certain innovative technologies:

- project method: “21^st century skills and project-based learning in teaching Russian as a foreign language” (Andrianova, 2018);

- quest-technologies: “Russian language 3D quest: creation, approbation, opportunities of practical use” (Osadchiy, Maev, Jiltsov, 2018); “The use of quest technology at the lessons of Russian as a foreign language” (Rubleva, 2019);

- case technologies: “Using innovative educational methods and technologies in the practice of teaching Russian as a foreign language” (Ukhova, 2016);

- edutainment technologies: “Edutainment technologies and their place in the methodology of teaching Russian as a foreign language” (Rubleva, 2016);

- word clouds: “Multimedia technology cloud of words as a way of educational information visualization in teaching Russian language to foreign students who study medicine” (Goncharenko, Ignatenko, Altukhova, 2017);

- gaming technologies: “Professionally oriented teaching of Russian language for foreign motor mechanics students, based on gaming technologies” (Ku- laeva, Agapova, 2016);

- modular technologies: “Modular technologies for professional pedagogical education ” (Minasyan, 2015).

Apart from the above-mentioned groups, we can point out articles:

• devoted to using innovative technologies as a means of missing language environment compensation: “From experience of teaching Russian as a foreign language in non-Russia-speaking environment with help of authentic Russian website ADME.RU” (Karaulova, 2017); “Using linguo-didactic features of the internet application Wechat for teaching Russian to Chinese students in a non-language environment” (Un, Martynova, 2018);

• as an effective assistant in a self-guided learning: “Informal learning of Russian language with online resources: Spanish learners' perspective” (Shafirova, Cassany, 2017); “Methodical concept of Langteach-online project for independent study of Russian language and culture by foreign students” (Kuznetsov, 2019).

We have to mention the fact that innovative technologies are potentially effective not only for teaching foreign students, but also as a means of teaching teachers: “Portal `Pushkinonline ': open space for cooperation” (Yaskevich, 2016); “Online conference as a tool for implementing continuous education of teachers of Russian as a foreign language ” (Nefedova, 2018); “Professiogram of Russian as a second language teacher as the basis of usage of screen culture ” (Voropaeva, 2019).

The above-presented analysis of articles showed that issues of innovative technologies are nowadays extensively studied in different aspects. The researchers pay attention to teachers as participants of integration processes and to students as well, to all levels of education (starting from preparatory level and ending with level C2), to all specialities (humanitarian, natural, technical sciences). The articles consider students of different nationalities (students from China, Kazakhstan, Italy, Spain, Germany, etc.).

The diagrams demonstrate that:

- there is some interest to the topic of innovative technologies in both journals, but to different extent;

- the materials on the topic in the journal “The World of Russian Word” are not published in every issue and every year, so there is smaller interest to the topic;

- materials on the topic are published regularly. In 2018, there were more articles and, consequently, more interest, but in 2019, there were slightly less articles, this, however, does not categorically mean slump to the topic.

Articles on the topic certify actuality and prospective of the research.

We can also find materials on the topic in other sources, which proves its actuality and relevance. There are a lot of manuals, monographs on innovative technologies, methods of using, potential and practicability of their integration in education process. Here are some of them: “Methods of organising distance learning in Russian as a foreign language ” (Azimov, 2006); “New computer technologies in teaching Russian as a foreign language ” (Atabekova, 2008); “Modern intensive methods and technologies in teaching foreign languages” (Shchukin, 2010); “Integration of information and pedagogical technologies in teaching RFL (methodological aspect)” (Tryapelnikov, 2014); “Theory of RFL teaching: past, present, future” (Moskovkin, Shchukin, 2015).

There is more detailed information about manuals and monographs at the site “Dictionaries and encyclopaedia at Academic” (books.academic.ru).

The interest to the topic is revealed in holding conferences on studying innovative technologies and their functioning and their using in teaching RFL. Here is the list of such conferences:

- https://elibrary.ru/item.asp?id=32510505 - International conference of advanced training “Modern technologies of teaching Russian as a foreign language” (Kirov, November, 30, 2017, Vyatka State University);

- http://www.rki/today/2019/04/23.html - International research and practice conference “Pre-university training of foreign citizens in Russia: History and modernity” held on October, 23-25, 2019. During the conference a panel discussion “Electronic education environment in pre-university training: Best practices” took place;

- http://www.kon-ferenc.ru/konferenc01_10_18_21.html - All-Russia research and practice conference-webinar “Modern technologies in teaching Russian as a foreign language” held on October, 29-30, 2018 by the chair of the Russian language of Orenburg State Medical University of Ministry of Health of Russia.

We can also mention interest to developing and introducing innovative technologies in teaching process in advanced training where we can see several directions.

The first direction includes courses on theoretical problems aimed at giving teachers general knowledge of new technologies to be used in teaching, for example:

- http://www.zlat.spb.ru/page272.html - “Information Technologies in Teaching Russian as a Foreign Language” organized by the publishing house “Zlatoust”;

- https://pushkininstitute.ru/external_courses/9 - “Information and Communication Technologies in Teaching Russian as a Foreign Language” organized by Pushkin State Russian Language Institute;

- https://el.mpgu.su/course/info.php?id=2070 - “Information Technologies in Teaching Russian as a Foreign Language”, organized by Moscow State Pedagogical University.

The second directions comprises distant courses which help teachers to upgrade their qualification with the help of information technologies, for example:

- https://mgu-russian.com/ru/teach/courses/rki-deti/ - distance course of teaching children RFL (Lomonosov Moscow State University);

- http://rusist24.rudn.ru - distance courses “Methods of teaching Russian (as a foreign, non-native language): a variety of theories and practices”, “Methods (theory and technology) of linguodidactic testing in Russian state testing system of foreign citizens”, Faculty of Advanced Training, RUDN University).

Thus, the review of materials on the topic “Innovative technologies” allowed to make the following conclusions:

1. Using innovative technologies in teaching RFL help solve different problems of methods of teaching RFL, for example, education process organisation, creating linguistic environment, defining the role of the teacher at the lesson, finding effective ways of information presentation.

2. Education process reveals advantages and disadvantages of using innovative technologies.

3. There are numerous innovative technologies which can be applied in different spheres, for different specialities, levels of education. They play an important role in modern education.

4. Innovative technologies can be used for teaching both students and teachers.

5. Studying these technologies is actual, multi-aspect and highly prospective.



References

1. Academic Dictionaries and Encyclopedias. Retrieved November 11, 2019 from: https:// dic.academic.ru/searchalLphp?SWord=*%09Hmåãpàöífl+íí$îðìàöíîííbIõ+í+ïåä aroranecKHx+TexHonorHH+B+o6yneHHH+PKH+&from=xx&to=ru&did=&stype=10

2. Afanasieva, E.M. (2018). Mass open online courses in the system of open education: history and practice of implementation. Russian language abroad, 1, 15-20. (In Russ.)

3. Afanasieva, N.D., Zakharchenko, S.S., & Mogileva, I.B. (2016). Russian as a foreign lan¬guage distance learning - an integral part of the educational process. The Dynamics of linguistic and cultural processes in modern Russia: Proceedings of the V Congress ROPRYAL, 5, 1616-1620. Saint Petersburg: MIRS Publ. (In Russ.)

4. Akishina, A.A., & Tryapelnikov, A.V. (2015). Cybertext as a new type of educational text. Russian language and literature in the space of world culture: Proceedings of the XIII Congress MAPRYAL (pp. 5-8).

5. Amelina, I.O. (2019). Integrativnaya model' obucheniya inostrannykh studentov russkoi delovoi kommunikatsii na osnove keis-tekhnologii i mediaresursov (napravlenie “Ekonomika ”, urovni B1-B2) [“Integrative model of teaching Russian business communication to foreign students on the basis of case technology and media resources (field of study “Economics”, B1-B2 levels)]. (Candidate dissertation, Moscow). (In Russ.)

6. Andreeva, N.V. (2017). Modern technologies in teaching aural skills: organizing students' homework on the LMS canvas. Russian language abroad, 4, 28-34. (In Russ.)

7. Andrianova, M.G. (2018). 21st century skills and project-based learning in teaching Russian as a foreign language. Russian language abroad, 4, 83-85. (In Russ.)

8. Atabekova, A.A. (2008). Novyi kompjuternyi tekhnologii v prepodavanii russkogo yazyka kak inostrannogo [New computer technologies in teaching Russian as a foreign language], Moscow: RUDN University Publ. (In Russ.)

9. Azimov, E.G., & Shchukin, A.N. (2018). Sovremennyi slovar' metodicheskikh terminov i po- nyatii (teoriya i praktika obucheniya yazykam) [Modern dictionary of methodological terms and concepts (theory and practice of teaching languages)]. Moscow: Russian Language. Courses Publ. (In Russ.)

10. Azimov, E.G. (2006). Metodika organizatsii distantsionnogo obucheniyapo russkomu yazyku kak inostrannomu [Methods of organizing distance learning in Russian as a foreign language]. Moscow: Russian Language Publ. (In Russ.)

11. Berardi, S., Buglakova, L.M., & Petanova, A.Yu. (2015). The role of the cultural component in RFL teaching: integration experience of new information technologies in Italian and Russian universities. Russian language and literature in the space of world culture: Proceedings of the XIII Congress MAPRYAL (pp. 129-134).

12. Blum, T.D., Ryazantseva, T.I. (2018). Business Russian B1 e-learning resource: principles of design and materials selection. Russian language abroad, 4, 22-29. (In Russ.)

13. Bulygina, E.V. (2015). Using the electronic training system for certification exams prepara¬tion. Russian language and literature in the space of world culture: Proceedings of the XIII Congress MAPRYAL (pp. 176-178).

14. Bure, N.A. (2019). Mixed training as a new paradigm in learning. Russian word in a multilin¬gual world: Proceedings of the XIV Congress MAPRYAL (pp. 903-905).

15. Deryabina, S.A., Dyakova, T.A., & Mitrofanova, I.I. (2019). Forming phonetic skills in teaching Russian as a foreign language in digital era. Russian language abroad, 5, 71-76. (In Russ.)

16. Dobrenko, E.I., & Sokolova, E.V. (2018). Influence of information technologies on contents and methods of teaching Russian as a foreign language. The Dynamics of linguistic and cultural processes in modern Russia: Proceedings of the VI Congress ROPRYAL, 6, 1450-1455. Saint Petersburg: MIRS Publ. (In Russ.)

17. Egorova, A.V. (2016). The use of computer technologies in the course of Russian language and speech culture in the architectural university. The Dynamics of linguistic and cultural processes in modern Russia: Proceedings of the V Congress ROPRYAL, 5, 1458-1461. Saint Petersburg: MIRS Publ. (In Russ.)

18. Elnikova, S.I. (2017). Exercises in teaching Russian as a foreign language: tradition and new reality. Russian language abroad, 2, 27-31. (In Russ.)

19. Filippova, V.M. (2019). Lingvodidakticheskii potentsial metoda proektov i ego realizatsiya v prepodavanii RKI [Linguodidactic potential of the project method and its implementa¬tion in teaching Russian as a foreign language], [Author's abstr. cand. ped. diss.]. Mos¬cow. (In Russ.)

20. Goncharenko, N.V., Ignatenko, O.P., & Altukhova, O.N. (2017). Multimedia technology cloud of words as a way of educational information visualization in teaching Russian language to foreign students who study medicine. Russian language abroad, 3, 90-95. (In Russ.)

21. Groce A. (2019). A battle on all fronts: creating the conditions for technology-based target- language immersion in study abroad. Russian word in a multilingual world: Proceedings of the XIV Congress MAPRYAL (pp. 987-991).

22. Kalenkova, O.N., Kastelina, I.P., & Chubarova, O.E. (2018). On Russia. Questions and answers: short country study course. Russian language abroad, 1, 42-47. (In Russ.)

23. Karaulova, G.T. (2017). From experience of teaching Russian as a foreign language in non- Russia-speaking environment with help of authentic Russian website ADME.RU. Rus¬sian language abroad, 2, 100-103. (In Russ.)

24. Khorokhordina, O.V. (2018). Principles of integration of e-courses in teaching Russian to foreigners at the university. The Dynamics of linguistic and cultural processes in mo¬dern Russia: Proceedings of the VI Congress ROPRYAL, 6, 1727-11731. Saint Peters¬burg: MIRS Publ. (In Russ.)

25. Khorokhordina, O.V. (2018). The basic course as a key component of the interactive educational complex in Russian as a foreign language. The world of Russian word, 2, 86-92. (In Russ.)

26. Khromov, S.S., Apalkov, V.G., & Nikonova, N.K. (2016). Linguodidactic basis of integrative (blended) learning model in teaching Russian as a foreign language at Russian univer¬sities. The Dynamics of linguistic and cultural processes in modern Russia: Proceedings of the V Congress ROPRYAL, 5, 2139-2143. Saint Petersburg: MIRS Publ. (In Russ.)

27. Kolosov, V.G. (2002). Vvedenie v innovatiku [Introduction to Innovation]. Saint Petersburg: SPbGTU Publ. (In Russ.)

28. Korchagina, E.L. (2015). Computer certification testing: content, contingent, context. Russian language and literature in the space of world culture: Proceedings of the XIII Con- gressMAPRYAL (pp. 555-561).

29. Kulaeva, G.M., & Agapova, G.Kh. (2016). Professionally oriented teaching of Russian lan¬guage for foreign motor mechanics students, based on gaming technologies. The Dy¬namics of linguistic and cultural processes in modern Russia: Proceedings of the V Con- gressROPRYAL, 5, 1867-1872. Saint Petersburg: MIRS Publ. (In Russ.)

30. Kuznetsov, A.A. (2019). Methodical concept of Langteach-online project for independent study of Russian language and culture by foreign students. Russian word in a multilin¬gual world: Proceedings of the XIV Congress MAPRYAL (pp. 1130-1135).

31. Lebedeva, M.Yu. (2017). L2 writing instruction in Russian: new challenges and new solutions of digital era. Russian language abroad, 4, 35-40. (In Russ.)

32. Lebedeva, M.Yu. (2017). Modern technologies in teaching aural skills: organizing students' homework on the LMS canvas. Russian language abroad, 4, 28-34. (In Russ.)

33. Leshutina, I.A. (2017). Modern educational technology in teaching Russian as a foreign lan¬guage (Professional Module). Russian language abroad, 4, 64-73. (In Russ.)

34. Levina, G.M. (2015). Development of a network textbook of RFL: challenges and solutions. Russian language and literature in the space of world culture: Proceedings of the XIII Congress MAPRYAL (pp. 637-641).

35. Minasyan, S.M. (2015). Modular technologies for professional pedagogical education. Russian language and literature in the space of world culture: Proceedings of the XIII Con¬gress MAPRYAL (pp. 707-711).

36. Moskovkin, L.V., & Shamonina, G.N. (2017). Produktivnye innovatsionnye tekhnologii v obuche- nii russkomu yazyku kak inostrannomu [Productive innovative technologies in teaching Russian as a foreign language], Moscow: Russian language. Courses Publ. (In Russ.)

37. Moskovkin, L.V., & Shchukin, A.N. (2015). Theory of RFL teaching: past, present and futu¬re. Russian language and literature in the space of world culture: Proceedings of the XIII Congress MAPRYAL (pp. 729-734).

38. Nefedova, I.K. (2018). Online conference as a tool for implementing continuous education of teachers of Russian as a foreign language. Russian language abroad, 1, 35-37. (In Russ.)

39. Orekhova, I.A., & Trukhanova, D.S. (2019). Methodical potential of virtual language envi¬ronment. Russian word in a multilingual world: Proceedings of the XIV Congress MAPRYAL (pp. 1200-1205).

40. Osadchiy, M.F., Mayev, I.A., & Jiltsov, V.A. (2018). Russian language 3D-quest: creation, approbation, opportunities of practical use. Russian language abroad, 1, 4-9. (In Russ.)

41. Pavlicheva, E.N., Barannikova, N.A., & Rubleva, E.V. (2016). Distance education for various user groups in terms of teaching individualization. The Dynamics of linguistic and cultural processes in modern Russia: Proceedings of the V Congress ROPRYAL, 5, 1296-1299. Saint-Petersburg: MIRS Publ. (In Russ.)

42. Polyakov, V.N. (2017). Potential interlocutor as an effective assistant in the formation of dia¬logical skills and abilities on the lessons of Russian as a foreign language. Russian lan¬guage abroad, 4, 41-44. (In Russ.)

43. Puliaevskaya, A.M., & Skobelkina, N.M. (2019). Formation of grammatical skills of foreign students by information technologies. Russian word in a multilingual world: Proceedings of the XIV Congress MAPRYAL (pp. 1237-1241).

44. Rubleva, E.V. (2016). Edutainment technologies and their place in the methodology of teaching Russian as a foreign language. The Dynamics of linguistic and cultural processes in modern Russia: Proceedings of the V Congress ROPRYAL, 5, 1517-1519. Saint Pe¬tersburg: MIRS Publ. (In Russ.)

45. Rubleva, E.V. (2019). The use of quest technology at the lessons of Russian as a foreign lan¬guage. Russian language abroad, 3, 104-111. (In Russ.)

46. Rusetskaya, M.N. (2018). Teaching methods of Russian as a foreign language in the era of digital pedagogy. The Dynamics of linguistic and cultural processes in modern Russia: Proceedings of the VI Congress ROPRYAL, 6, 1680-1685. Saint Petersburg: MIRS Publ. (In Russ.)

47. Rusetskaya, M.N., Elnikova, S.I., Pavlicheva, E.N., & Rubleva, E.V. (2017). Distance educa¬tion in teaching Russian as a foreign language: a positive experience of internet portal education in Russian recourses usage. Russian language abroad, 4, 6-11. (In Russ.)

48. Scientific Electronic Library. Retrieved December 21, 2019 from: https://monographies.ru/ru/ book/section? id=4487

49. Senchenkova, E.V., & Nekoz, O.A. (2017). Use of information and communication technologies in teaching Russian as a foreign language. Russian language abroad, 4, 57-63. (In Russ.)

50. Shafirova, L.V., & Cassany, D. (2017). Informal learning of Russian language with online resources: Spanish learners' perspective. Russian language abroad, 2, 104-109. (In Russ.)

51. Shchukin, A.N. (2010). Sovremennyi intensivnye metody i tekhnologii obucheniya inostran- nym yazykam [Modern intensive methods and technologies of teaching foreign lan¬guages]. Moscow: Filomatis Publ. (In Russ.)

52. Shipelevich, L. (2018). Education in Russian as teaching and intellectual developing space of internet. Russian language abroad, 1, 26-29. (In Russ.)

53. Strelchuk, E.N., & Lonskaia, A.Yu. (2018). Formation and transformation of the concept “Russia” in the picture of the world of modern American students. Theoretical and practical issues of journalism, 7(4), 741-754. (In Russ.)

54. Taranova, T.N. Modern information and communication technologies in teaching foreign stu¬dents the Russian language. Retrieved October 20, 2019 from: https://cyberleninka.ru/ article/n/sovremennye-informatsionnye-i-kommunikatsionnye-tehnologii-v-obuchenii- inostrannyh-studentov-russkomu-yazyku

55. Tryapelnikov, A.V. (2014). Integratsiya informatsionnykh i pedagogicheskikh tekhnologii v obuchenii RKI (metodologicheskii aspect) [Integration of information and pedagogical technologies in teaching RFL (methodological aspect)]. Moscow: State University of A.S. Pushkin Publ. (In Russ.)

56. Ukhova, L.V. (2016). Using innovative educational methods and technologies in the practice of teaching Russian as a foreign language. The Dynamics of linguistic and cultural processes in modern Russia: Proceedings of the V Congress ROPRYAL, 5, 2101-2106. Saint Petersburg: MIRS Publ. (In Russ.)

57. Un, L.G., & Martynova, M.A. (2018). Using linguo-didactic features of the internet applica¬tion Wechat for teaching Russian to Chinese students in a non-language environment. Russian language abroad, 1, 48-52. (In Russ.)

58. Ushakova, N.I. (2015). Language and culture distance course for foreign students of philo¬logy. Russian language and literature in the space of world culture: Proceedings of the XIII Congress MAPRYAL (pp. 1018-1022).

59. Varlamov, A.A., & Zakirjanov, D.E. (2016). Cloud-based technologies as a supporting tool for developing computerized adaptive tests. The Dynamics of linguistic and cultural processes in modern Russia: Proceedings of the V Congress ROPRYAL, 5, 1659-1663. Saint Petersburg: MIRS Publ. (In Russ.)

60. Vasilieva, A.V., & Fedotova, N.L. (2019). Characteristics of interactive course books on Russian as a foreign language. Russian word in a multilingual world: Proceedings of the XIV Congress MAPRYAL (pp. 935-939).

61. Vasilyeva, T.V., & Levina, G.M. (2015). Experience of creating electronic resources in core subjects of Russian pre-university preparatory faculties. Russian language and literature in the space of world culture: Proceedings of the XIII Congress MAPRYAL (pp. 210-214).

62. Vlasova, E.A., Eremina, O.S., & Kultepina, O.A. (2018). An experience of creating the mas¬sive open online course of Russian as a foreign language (level A1). The world of Rus¬sian word Journal, 2, 93-98. (In Russ.)

63. Vokhmina, L.L., & Kuvaeva, A.S. (2019). Modern technological support of exercises system on the teaching of Russian as a foreign language. Russian word in a multilingual world: Proceedings of the XIV Congress MAPRYAL (pp. 962-966).

64. Voronina, I.V. (2018). Metodika ispol'zovaniya elektronnykh obrazovatel'nykh resursov kak sredstva formirovaniya kommunikativnykh umenii budushchikh uchitelei pri izuchenii multimedia i internet-tekhnologii [The methodology of using electronic educational re¬sources as a means of forming the communication skills of future teachers in the study of multimedia and Internet technologies], (Candidate dissertation, Volgograd). (In Russ.) Voropaeva, M.S. (2019). Professiogram of Russian as a second language teacher as the basis of usage of screen culture. Russian word in a multilingual world: Proceedings of the XIV Congress MAPRYAL (pp. 951-956).

65. Yaskevich, M.I. (2016). Portal “Pushkinonline”: open space for cooperation. The Dynamics of linguistic and cultural processes in modern Russia: Proceedings of the V Congress ROPRYAL, 5, 2178-2182. Saint Petersburg: MIRS Publ. (In Russ.)

66. Zhiltsov, V.A. (2019). Kompjuternoe modelirovanie yazykovoi sredy v distantsionnom obuchenii RKI (urovni A2-B1) [Computer modeling of the language environment in distance learning of RLF (A2-B1 levels)], [Author's abstr. cand. ped. diss.]. Moscow. (In Russ.)

Ðàçìåùåíî íà Allbest.ru