FROM THE EXPERIENCE OF USE OF FILMS IN TEACHING THE RUSSIAN LANGUAGE IN DIFFERENT SLAVIC ENVIRONMENT
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37.013.43:378.18
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Information about authors: Blagojevic Nenad, Dr of Philological Sciences, Assistant at Department of the Russian Language and Literature of the Faculty of Philosophy, University of Nis (Nis, Republic of Serbia). E-mail: nenad.blagojevic@ filfak.ni.ac.rs Ilic Velimir, Dr of Philological Sciences, Associate Professor at Department of the Russian Language and Literature of the Faculty of Philosophy, University of Nis (Nis, Republic of Serbia). E-mail: velimir.ilic@ filfak.ni.ac.rs Trapeznikova Olga Aleksandrovna, PhD in Philology, Sr Instructor, Kemerovo State Institute of Culture (Kemerovo, Russian Federation), Russian Language Lector at the Faculty of Philosophy of the University of Nis (Nis, Republic of Serbia). E-mail: trapeznikova-olg@mail.ru
Annotation: This article examines the experience of Department of the Russian Language and Literature of the Faculty of Philosophy in Nis (Serbia) in application of motion pictures as an auxiliary didactic material in education of philologists. The film screenings are understood as extra-curricular activities of students, which allow usage of all advantages of such approach without negative effect on amount of lessons planned in the training program. The film screenings are presented in the article as a passive phase of work with students, after which an active phase of work takes place, during the course of exercise classes on conversational practice, literature and culture. The article gives recommendations on understanding the methodology of film application in teaching the Russian language, literature and culture. A separate topic in the article were problems with motivation in learning Russian in other educational institutions, film screenings are visited not only by students of the Department but also by pupils of primary and secondary schools of the city of Nis and other audience. All of them in the course of projection are attached to Russian culture and language, while teachers, following the recommendations of the authors of this article, are preparing the thematic lessons of the Russian language. Thus, film screenings turn into multilevel work on increasing the motivation, speeding up the learning process, expanding the knowledge and popularization of the Russian language and culture in Serbia. Such effect and level of public interest is achieved, among other things, by creation of film subtitles, since the Serbian audience is accustomed to watching movies with such type of translation. Avoidance of duplication in the translation of films plays an extremely positive role in teaching the language, as evidenced by some aspects of work with students in the active phase of film application.
Keywords: extracurricular activities, Russian as second Slavic, films in teaching Russian as foreign, methodology of teaching Russian as foreign.
DOI:
Article ID in the RSCI:
Article file: Download
Information about authors: Blagojevic Nenad, Dr of Philological Sciences, Assistant at Department of the Russian Language and Literature of the Faculty of Philosophy, University of Nis (Nis, Republic of Serbia). E-mail: nenad.blagojevic@ filfak.ni.ac.rs Ilic Velimir, Dr of Philological Sciences, Associate Professor at Department of the Russian Language and Literature of the Faculty of Philosophy, University of Nis (Nis, Republic of Serbia). E-mail: velimir.ilic@ filfak.ni.ac.rs Trapeznikova Olga Aleksandrovna, PhD in Philology, Sr Instructor, Kemerovo State Institute of Culture (Kemerovo, Russian Federation), Russian Language Lector at the Faculty of Philosophy of the University of Nis (Nis, Republic of Serbia). E-mail: trapeznikova-olg@mail.ru
Annotation: This article examines the experience of Department of the Russian Language and Literature of the Faculty of Philosophy in Nis (Serbia) in application of motion pictures as an auxiliary didactic material in education of philologists. The film screenings are understood as extra-curricular activities of students, which allow usage of all advantages of such approach without negative effect on amount of lessons planned in the training program. The film screenings are presented in the article as a passive phase of work with students, after which an active phase of work takes place, during the course of exercise classes on conversational practice, literature and culture. The article gives recommendations on understanding the methodology of film application in teaching the Russian language, literature and culture. A separate topic in the article were problems with motivation in learning Russian in other educational institutions, film screenings are visited not only by students of the Department but also by pupils of primary and secondary schools of the city of Nis and other audience. All of them in the course of projection are attached to Russian culture and language, while teachers, following the recommendations of the authors of this article, are preparing the thematic lessons of the Russian language. Thus, film screenings turn into multilevel work on increasing the motivation, speeding up the learning process, expanding the knowledge and popularization of the Russian language and culture in Serbia. Such effect and level of public interest is achieved, among other things, by creation of film subtitles, since the Serbian audience is accustomed to watching movies with such type of translation. Avoidance of duplication in the translation of films plays an extremely positive role in teaching the language, as evidenced by some aspects of work with students in the active phase of film application.
Keywords: extracurricular activities, Russian as second Slavic, films in teaching Russian as foreign, methodology of teaching Russian as foreign.
