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Articles 1 - 30 of 307
Full-Text Articles in Arts and Humanities
Literature As An "Affective Magnet": Defining, Engaging And Investigating Emotions In A (Russian) Language-Literature Classroom, Sofya Yunusova
Literature As An "Affective Magnet": Defining, Engaging And Investigating Emotions In A (Russian) Language-Literature Classroom, Sofya Yunusova
Russian Language Journal
The purpose of this article is to conceptualize affective processes in reading literature in a foreign language. While generations of scholars and methodologists have stressed the educational potential of literary texts in terms of engaging learners’ emotions, the field has a relatively poor research base for discussing what these reading-induced emotions are and how to systematically promote them in a language-literature classroom. To this end, the current study first conceptualizes the different types of emotions that are arguably involved in reading literature in a foreign language and then formulates a set of pedagogical principles to foster their emergence in a …
Russian L2 Learners' And Teachers' Perceptions Of Learning Affordances, Marina Tsylina, Jose Luis Garrido Rivera, Hadis Ghaedi
Russian L2 Learners' And Teachers' Perceptions Of Learning Affordances, Marina Tsylina, Jose Luis Garrido Rivera, Hadis Ghaedi
Russian Language Journal
The environment offers a variety of resources for language learning and teaching. However, students and teachers might not recognize the same affordances or may perceive them differently. The mismatch between instructors’ and learners’ perceived affordances may result in ineffective use of time for both students and teachers, lower student motivation, and retard the language learning process. The study draws on the ecological approach (van Lier, 2000) to second language acquisition to investigate L2 Russian learners’ and teachers’ perceptions of language learning affordances, i.e., any physical objects, online materials, humans, and other resources which are embedded in the environment, and emerge …
Review: Dostoevsky's Crime And Punishment. A Reader's Guide, Michael Ossorgin
Review: Dostoevsky's Crime And Punishment. A Reader's Guide, Michael Ossorgin
Russian Language Journal
For decades, Martinsen fostered international dialogue on Dostoevsky's Crime and Punishment, gathering interpretations from the most dedicated students and scholars. Her reader's guide distills this criticism into a concise, accessible handbook, an authoritative scholarly guide in English. Martinsen' s guide is handy for syllabus writing and as a teaching supplement to cover the novel's central themes and narrative techniques.
Introduction, Liudmila Klimanova Phd
Introduction, Liudmila Klimanova Phd
Russian Language Journal
On behalf of the editorial team of the Russian Language Journal, it is with great pleasure that we present Volume 73, Number 1. This issue, available exclusively online, features six articles and two book reviews that span a broad spectrum of topics within Russian language studies. The issue opens with Nadezhda Braun's exploration of how Russian minority languages are minimized through Russian educational policies. Sofya Yunusova investigates the educational potential of literary texts in eliciting affective responses in the language-literature classroom. Joan A. Chevalier's study explores the semantic value of connecting phrases and conjunctions, providing insights into the linguistic …
Minority Language Education In Russia: An Example Of Social And Cultural Reproduction And Correspondence Theories, Nadezhda Braun
Minority Language Education In Russia: An Example Of Social And Cultural Reproduction And Correspondence Theories, Nadezhda Braun
Russian Language Journal
Russia is an incredibly diverse country, both linguistically and ethnically. However, Russia is often presented, and presents itself, as a monolith. Russia’s approach to minority language teaching further perpetuates this monolithic view by creating a hierarchical language structure with Russian at the top. This hierarchy is created through societal pressure, language requirements in the Russian education system, and the minimization of minority language instruction, in direct contrast to best practices for language instruction. Chuvash in Chuvashia and Nenets, Khanty, and Selkup in the Yamalo-Nenets Autonomous Okrug serve as examples of this linguistic hierarchy. This paper uses social and cultural reproduction …
A Corpus-Based Analysis Of Vvodnye Slova: Pedagogical Applications, Joan F. Chevalier
A Corpus-Based Analysis Of Vvodnye Slova: Pedagogical Applications, Joan F. Chevalier
Russian Language Journal
Parenthetical expressions referred to as vvodnye slova in Russian have remained on the periphery of Russian linguistics. This is, no doubt, due to the fact that they are heterogeneous and difficult to define as a category. Traditional and more recent approaches to vvodnye slova are discussed. Vvodnye slova play a key role in expressing authorial stance and in organizing and providing cohesion to texts. On the basis of these two main functional characteristics, an argument is made for the inclusion of vvodnye slova in Russian Language L2 curricula. This corpus-based study establishes frequency patterns for semantic sub-groups of vvodnye slova …
Review: Student-Centered Approaches To Russian Language Teaching: Insights, Strategies, And Adaptations, Willian J. Comer
Review: Student-Centered Approaches To Russian Language Teaching: Insights, Strategies, And Adaptations, Willian J. Comer
Russian Language Journal
This volume consists of twelve chapters, three written by the editors setting an overview of "student-centered teaching" (two at the start of the volume and one at the end), with nine chapters in the middle, written by different authors. These nine center chapters share a basic structure: an opening statement of the problem they will look at, a Russian-language version of that overview, then several pages of theory/background on the specific topic being addressed, and then a discussion of the specific study/intervention conducted. Each chapter ends with both a conclusion and a "lessons learned" section. Each of the nine center …
Эвфемия Как Инструмент Создания Альтернативной Реальности В Российских Пропагандистских Медиа (На Примере Освещения Войны России Против Украины), Ksenia Turkova (Kiriya)
Эвфемия Как Инструмент Создания Альтернативной Реальности В Российских Пропагандистских Медиа (На Примере Освещения Войны России Против Украины), Ksenia Turkova (Kiriya)
Russian Language Journal
В российском общественно-политическом и новостном дискурсе эвфемизмы уже на протяжении многих лет используются как один из главных манипулятивных приемов. Так, во время финансового кризиса 2008 года СМИ практически не использовали слово “кризис” — сотрудникам государственных телеканалов рекомендовалось его избегать и использовать вместо этого такие словосочетания, “финансовые трудности”, “финансовые проблемы” или обязательно добавлять к слову “кризис” прилагательное “мировой”, чтобы показать, что в России кризиса нет. Агрессию против Грузии в 2008 году официально называли не войной, а “операцией по принуждению к миру”. Аннексию Крыма в 2014 году — “присоединением” или даже “воссоединением”, делая акцент на “возвращении” полуострова. Масштабная программа под названием “реновация” …
L2 Writing As A Tool For Improving L2 Speaking Accuracy Through Text-Reconstruction Tasks In A Communicative Language Classroom, Natalia Sletova
L2 Writing As A Tool For Improving L2 Speaking Accuracy Through Text-Reconstruction Tasks In A Communicative Language Classroom, Natalia Sletova
Russian Language Journal
This study’s objective was to attract researchers’ attention to the potential role second language (L2) writing can play in improving L2 speaking grammatical accuracy in a communicative language classroom. Twenty-three beginner, twenty-one intermediate, and twenty advanced English learners of Russian completed a ‘noticing the gap’ activity using a text-reconstruction task in both written and spoken modalities, followed by a second text-reconstruction only in the spoken mode. The responses were measured for syntactic and semantic accuracy and complexity. The results indicated that lexical diversity and semantic complexity of produced output significantly improved with each level of proficiency in both written and …
Rlj Volume 73, Number 1 Full Issue
Introduction: Student Co-Creation Of Teaching Resources, Methods, And Social Integration, Laura Janda, Anna Endresen, Svetlana Sokolova
Introduction: Student Co-Creation Of Teaching Resources, Methods, And Social Integration, Laura Janda, Anna Endresen, Svetlana Sokolova
Russian Language Journal
Undergraduate research is a high-impact practice that increases student learning and is driven by engaging in mentoring relationships with faculty while building a culture of innovation and scholarship. This volume of the Russian Language Journal presents a special collection of articles entitled “Collaboration Beyond the Classroom: Undergraduate Research in Russian Language Studies.” Undergraduate students have contributed to these articles as researchers and coauthors on topics related to Russian language study, namely, the co-creation of teaching resources, methods, and sociolinguistic integration.
Outside The Earth: Translating And Exploring With Tsiolkovsky, Michael Pilipchuk, Olga Lyanda-Geller
Outside The Earth: Translating And Exploring With Tsiolkovsky, Michael Pilipchuk, Olga Lyanda-Geller
Russian Language Journal
This article describes a study that grew out of research and translation work completed within the framework of a series of innovative interdisciplinary courses called “Russian for Rockets.” While there are currently no language study requirements in most science, technology, engineering, and mathematics (STEM) disciplines, there is a high demand among STEM majors in U.S. universities for language courses with a strong technical component. In particular, a poll at the Purdue School of Aeronautics and Astronautics conducted in 2018 showed that over 90% of respondents were interested in taking a course in technical Russian.1 This finding resulted in the development …
Psychological Safety In The Russian Language Classroom, Kelly Knickmeier Cummings, B. Amarilis Lugo De Fabritz, Tia-Andrea Scott, Nsikakabasi Ekong, Isabella Mason
Psychological Safety In The Russian Language Classroom, Kelly Knickmeier Cummings, B. Amarilis Lugo De Fabritz, Tia-Andrea Scott, Nsikakabasi Ekong, Isabella Mason
Russian Language Journal
This article seeks to join the ongoing, vibrant discussion about how to foster inclusivity in our classrooms and build a pipeline of Russian language students that is more reflective of the demographic fabric of the United States. Three BIPOC (Black, Indigenous, and people of color) third-year Russian language students and their instructors at Howard University collaborated as coauthors. We drew from the field of organizational behavior to consider the relevance the concept psychological safety may have for second language acquisition (SLA), and we begin to assess its utility in the Russian language classroom.
Book Review: Modern Russian Grammar In Use: A Systematic Reference And Practice Book, Evgeny Dengub
Book Review: Modern Russian Grammar In Use: A Systematic Reference And Practice Book, Evgeny Dengub
Russian Language Journal
Elena Minakova-Boblest’s Modern Russian Grammar in Use is a much-needed comprehensive reference grammar and workbook for students of Russian, which can be used in the classroom and by students who study the language on their own (the answer key is a welcome addition for the latter). The book is a good supplement to virtually any contemporary textbook and can also serve as a standalone reference and exercise book for beginning- or intermediate-level language students.
Visualizing Russian: Illuminating Corpora, Conjugations, And Classrooms, Steven J. Clancy, Paige Lee
Visualizing Russian: Illuminating Corpora, Conjugations, And Classrooms, Steven J. Clancy, Paige Lee
Russian Language Journal
The Visualizing Russian (Clancy, 2014–2022) project offers a suite of tools benefiting language learners, teachers, and linguists and enabling each of these user groups to access the complex system of the Russian language through visualization methods in order to leverage the powers of compression and expansion of a massive data set. Users can analyze texts for relative difficulty with regard to vocabulary content with Visible Vocabulary, create frequency lists and identify the most commonly used word forms for each lemma in a text or compare sets of target vocabulary to covered forms in a particular text with the Mini-Story …
Construxercise! Implementation Of A Construction-Based Approach To Language Pedagogy, Anna Endresen, Valentina Zhukova, Elena Bjørgve, Daria Demidova, Natalia Kalanova, Zoia Butenko, George Lonshakov, David Henrik Lavén
Construxercise! Implementation Of A Construction-Based Approach To Language Pedagogy, Anna Endresen, Valentina Zhukova, Elena Bjørgve, Daria Demidova, Natalia Kalanova, Zoia Butenko, George Lonshakov, David Henrik Lavén
Russian Language Journal
Language is a tool for communication. The ability to speak, to engage in a meaningful conversation, and to comprehend the speech produced by native speakers is the main purpose of second language (L2) learning, and Russian is no exception. A recent survey of the current students and alumni of the Russian program at UiT The Arctic University of Norway (UiT) administered in December 2021 revealed that our students would like more training in practical speaking and writing skills as well as more focus on conversational Russian.
Flipping The Classroom? From Text To Video In Teaching Russian Grammar, Tore Nesset, Kristian Bjørklund, Petter Hov Jacobsen
Flipping The Classroom? From Text To Video In Teaching Russian Grammar, Tore Nesset, Kristian Bjørklund, Petter Hov Jacobsen
Russian Language Journal
The notion of a “flipped classroom” has received considerable attention in recent years. This article reports on a project in which an instructor and two students co-created teaching materials to facilitate flipping the classroom. The purpose of the article is twofold. First, we explore some aspects of flipped classrooms in Russian language courses. Second, we reflect on the opportunities and limitations of student involvement in pedagogical development.
The Participatory Approach And Student Active Learning In Language Teaching: Language Students As Journalists And Filmmakers, Svetlana Sokolova, Andrei Rogatchevski, Kristian Bjørklund, David Henrik Lavén, Håkon Sverdrupsen
The Participatory Approach And Student Active Learning In Language Teaching: Language Students As Journalists And Filmmakers, Svetlana Sokolova, Andrei Rogatchevski, Kristian Bjørklund, David Henrik Lavén, Håkon Sverdrupsen
Russian Language Journal
This article contributes to two recent discussions in pedagogy and education, namely, the impact of the participatory approach (Jenkins et al., 2009; Yowell & Rhoten, 2009) on learning and the benefits of student active learning (Sokolova et al., in press; Spasova & Welsh, 2020). The participatory approach incorporates texts and tasks on the topics of interest that are relevant to students’ daily lives and potential workplaces. Student active learning builds upon the idea that “L2 learners must engage in classroom activities that allow them to be active learners rather than passive listeners” (see Nesset et al., this volume). This idea …
Teaching Discourse Markers To Students With Students: The Case Of Italian Learners Of L2 Russian, Beatrice Bernasconi, Marina Giampietro
Teaching Discourse Markers To Students With Students: The Case Of Italian Learners Of L2 Russian, Beatrice Bernasconi, Marina Giampietro
Russian Language Journal
The present study explores the development of a teaching treatment on discourse markers (DMs) for Italian learners of Russian as a Second Language (L2) using students in the research process. We believe that learners’ insights are a valuable resource in the design of teaching treatments tailored to learners’ needs. Both researchers and students can benefit from such cooperation when dealing with slippery aspects of spoken language, such as DMs.
Book Review: Practices That Work: Bringing Learners To Professional Proficiency In World Languages, Olena Chernishenko
Book Review: Practices That Work: Bringing Learners To Professional Proficiency In World Languages, Olena Chernishenko
Russian Language Journal
Practices That Work is an excellent resource for both new and experienced foreign-language instructors, as well as for foreign-language learners. The volume is a compilation of short, thematically organized articles written by numerous experts in the field of foreign-language teaching who share invaluable insights about bringing learners to high-level professional proficiency in world languages. While Practices That Work offers a plethora of effective techniques for instructors, it also provides deep understanding of the learning process, which will benefit the development of learner’s self-awareness and autonomy.
Book Review: Transformative Language Learning And Teaching, Benjamin Rifkin
Book Review: Transformative Language Learning And Teaching, Benjamin Rifkin
Russian Language Journal
Leaver, Davidson, and Campbell’s Transformative Language Learning and Teachingis a groundbreaking volume on the theory and practice of transformative teaching in the language learning context. The volume consists of chapters on the transformative learning and teaching of world languages organized into seven thematic parts: theoretical framework, transformative learning and teaching applications in government programs, transformative language learning and teaching applications in university programs, transformative language learning and teaching programs in immersion programs, the learner, faculty development, and assessment. The volume also includes a comprehensive list of works cited that constitutes a tremendous resource for any scholar or practitioner interested …
Book Review: Etazhi: Second Year Russian Language And Culture, Cori Anderson
Book Review: Etazhi: Second Year Russian Language And Culture, Cori Anderson
Russian Language Journal
The options for second-year Russian textbooks have been very limited, despite a growing number of textbooks at the first-year level and more advanced levels. Этажи fills the need for a stand-alone textbook that can be used for students who have already reached Novice High- Intermediate Low proficiency. What sets Этажи apart is the focus on real-life communication and conversation, and the use of real-life stories, provided by both native speakers of Russian and advanced learners. These written and recorded stories fill the book with relatable content and relevant cultural information, covering topics from dating to holidays to the Russian cafeteria, …
Empirically Determined Strategic Input And Gamification In Mastering Russian Word Forms, Laura A. Janda, Jan Ove Nikolai Almendingen, Linn Thea Kaldager Josefsen
Empirically Determined Strategic Input And Gamification In Mastering Russian Word Forms, Laura A. Janda, Jan Ove Nikolai Almendingen, Linn Thea Kaldager Josefsen
Russian Language Journal
We propose two designs to gamify second language (L2) learning of Russian inflectional morphology: Treasure Hunt and Story Time. The goal of these designs is to focus learning on high-frequency word forms that are most strategic and effective for L2 acquisition in a way that stimulates engagement and builds lifelong learning skills.
Grammars In Contact: A Linguistic Study Of Russian In Brighton Beach, New York, Oksana Laleko, Yana Miroshnychenko
Grammars In Contact: A Linguistic Study Of Russian In Brighton Beach, New York, Oksana Laleko, Yana Miroshnychenko
Russian Language Journal
Within the burgeoning linguistic field of heritage language studies, two research traditions have emerged in recent years. The first, adopted most commonly in the studies of less robustly maintained heritage languages, draws generalizations across grammars instantiated in individual heritage language idiolects, taking as its focal point what diachronic linguists term the innovation phase of language change (Croft, 2000). The other approach, manifested most representatively in accounts of linguistic varieties emerging in relatively more established speech communities, focuses more closely on features that become conventionalized among heritage language speakers, a component of language change known as propagation (Croft, 2000). Considering the …
Book Review: Russian: From Novice High To Intermediate, Iryna Kaplun
Book Review: Russian: From Novice High To Intermediate, Iryna Kaplun
Russian Language Journal
Russian: From Novice High to Intermediate is a remarkable textbook for second- and third-year Russian language courses. It is primarily designed for learners who are already familiar with basic Russian morphology and phonetics and have a beginner’s-level vocabulary; it will help learners achieve intermediate proficiency in reading, writing, listening, and speaking. One notable feature of the book is the companion website, accessible without registration, which can be imported into your university’s Canvas system.
Review: Russian In Plain English: A Very Basic Russian Starter For Complete Beginners, Veta Chitnev
Review: Russian In Plain English: A Very Basic Russian Starter For Complete Beginners, Veta Chitnev
Russian Language Journal
Natalia Parker’s Russian in Plain English: A Very Basic Russian Starter for Complete Beginners is designed for beginning students and independent learners who are not familiar with the Cyrillic alphabet. The textbook’s primary aim is to help students develop skills in reading aloud in Russian with correct pronunciation. The textbook is divided into ten units. Each unit centers on particular letters and sounds rather than on a specific theme. Every unit includes an objective (with the title “What’s the Plan”), information on Russian letters and the sounds they denote, reading exercises, speaking activities that can be used individually or in …
Introduction, Thomas Jesús Garza, Robert Reynolds
Introduction, Thomas Jesús Garza, Robert Reynolds
Russian Language Journal
On behalf of the editorial team of Russian Language Journal (RLJ), we are pleased to present this volume of RLJ dedicated to “Digital Humanities and Russian Language Teaching.” As digital humanities (DH) programs and materials enter their third decade in the academy, it is fitting to present here a snapshot of the many and varied applications of digital technologies in the teaching and research of Russian language and culture. The articles in this volume represent the breadth of DH endeavors in our field and serve as exemplars of the aspirations and potential that the future of digital technologies in …
Reading Russian For The Disciplines: Google Translate, Richard Robin
Reading Russian For The Disciplines: Google Translate, Richard Robin
Russian Language Journal
For many graduate students in areas such as history, economics, sociology, security policy studies, and arms control, the Russian reading requirement represents a significant barrier in terms of required coursework or reading proficiency, since Advanced-level reading proficiency at a minimum is necessary for reading in these disciplines. The question is, must that barrier be maintained? In a time when online machine translation (MT) is available on smartphones, is requiring a demonstration of L2 reading proficiency as part of the path to an advanced degree any more meaningful than requiring that statisticians be able to add up a column of figures …