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HOW TO MAKE THE STUDENT’S SPEECH NATURAL? (From the Experience of Teaching Russian in a Foreign Audience), which, with apparent grammatical literacy, is far from the naturalness inherent in the native speakers
Perception of Prosodic and Aspectual Cues to Politeness in Teacher Directives in L1 and L2 Russian existing studies, demonstrating that both native Russian speakers and learners of Russian with Chinese L1
Ethno-lingual aspect of modern functioning of Russian dialects in North Kazakhstan (On an example of Kostanai Region) result of contacts with Turkic languages. Authors come to a conclusion that native speakers of Russian
Linguocultural analysis of the most common greetings in the Russian, tatar and chinese languages – as one of the speech genres, functioning in every language. Despite the universality of this speech genre
Амплификация образовательной среды ДОУ and children for whom Russian the language is not native. As an example of enrichment of the developmental
PHONETIC PROCESSES IN TEACHING RUSSIAN TO CHINESE SPEAKERS; [ФОНЕТИЧЕСКИЕ ПРОЦЕССЫ В АСПЕКТЕ ПРЕПОДАВАНИЯ РУССКОГО ЯЗЫКА КИТАЙЦАМ] an ethno-oriented methodology for teaching the phonetic aspect of the Russian language to Chinese students
TO THE QUESTION OF RUSSIAN- LANGUAGE LITERATURE AS A FACTOR FOR PRESERVING THE VITALITY OF THE RUSSIAN LANGUAGE-speaking authors, the Russian language is a translator of a worldview that is not inherent in native speakers
Actual ethnopsycholinguistic methods of foreign languages teaching in higher education-culture space. The status of the native speaker implies the presence in the linguistic consciousness
Language "image" and native speaker's language picture or reality to the modern uderstanding of three language aspects: as 1) a system, 2) text and 3) native speaker capacity
English as an additional language for Russian university students learning German as the first foreign language in Principles of Language Learning and Teaching, L. V. Scherba in Language System and Speech Activity, B. Lekova
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