title: Ð Ð¾Ð»Ñ Ð¿ÑÐµÑÐµÐ´ÐµÐ½ÑÐ½ÑÑ ÑÐµÐºÑÑÐ¾Ð² Ð² ÑÐ¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ð¸ Ð²ÑÐ¾ÑÐ¸ÑÐ½Ð¾Ð¹ ÑÐ·ÑÐºÐ¾Ð²Ð¾Ð¹ Ð»Ð¸ÑÐ½Ð¾ÑÑÐ¸ Ð½Ð° Ð·Ð°Ð½ÑÑÐ¸ÑÑ Ð ÐÐ
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð±Ð°ÐºÐ°Ð»Ð°Ð²ÑÐ°
titleType: Subtitle
title: The role of precedent texts in the formation of a secondary language personality on RFL lessons
Creators: name: Ð¡ÑÑÐºÐ¾Ð²Ð°, ÐÐ°ÑÑÑ
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2021
Subjects: Ð¿ÑÐµÐ¿Ð¾Ð´Ð°Ð²Ð°Ð½Ð¸Ðµ ÑÑÑÑÐºÐ¾Ð³Ð¾ ÑÐ·ÑÐºÐ° ÐºÐ°Ðº Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð³Ð¾
Ð ÐÐ
Ð¿ÑÐµÑÐµÐ´ÐµÐ½ÑÐ½ÑÐµ ÑÐµÐºÑÑÑ
Ð¼ÐµÑÐ¾Ð´Ð¸ÑÐµÑÐºÐ¸Ðµ ÑÐµÐºÐ¾Ð¼ÐµÐ½Ð´Ð°ÑÐ¸Ð¸
Ð¾ÑÐ»Ð¾Ð¶Ð½ÐµÐ½Ð½Ð°Ñ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ñ
ÐºÐ¸Ð½ÐµÐ¼Ð°ÑÐ¾Ð³ÑÐ°Ñ
ÐºÐ¸Ð½Ð¾
language
RFL
precedent texts
methodological recommendations
complicated communication
cinematograph
cinema

description: Ð¢ÐµÐ¼Ð° Ð²ÑÐ¿ÑÑÐºÐ½Ð¾Ð¹ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð¾Ð¹ ÑÐ°Ð±Ð¾ÑÑ: Â«Ð Ð¾Ð»Ñ Ð¿ÑÐµÑÐµÐ´ÐµÐ½ÑÐ½ÑÑ ÑÐµÐºÑÑÐ¾Ð² Ð² ÑÐ¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ð¸ Ð²ÑÐ¾ÑÐ¸ÑÐ½Ð¾Ð¹ ÑÐ·ÑÐºÐ¾Ð²Ð¾Ð¹ Ð»Ð¸ÑÐ½Ð¾ÑÑÐ¸ Ð½Ð° Ð·Ð°Ð½ÑÑÐ¸ÑÑ Ð ÐÐÂ». Ð Ð´Ð°Ð½Ð½Ð¾Ð¹ ÑÐ°Ð±Ð¾ÑÐµ Ð¸Ð·ÑÑÐµÐ½Ñ Ð¾ÑÐ¾Ð±ÐµÐ½Ð½Ð¾ÑÑÐ¸ Ð¸Ð·ÑÑÐµÐ½Ð¸Ñ Ð¸ Ð¿ÑÐµÐ¿Ð¾Ð´Ð°Ð²Ð°Ð½Ð¸Ñ ÑÑÑÑÐºÐ¾ÑÐ·ÑÑÐ½ÑÑ Ð¿ÑÐµÑÐµÐ´ÐµÐ½ÑÐ½ÑÑ ÑÐµÐºÑÑÐ¾Ð² Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½ÑÐ¼ ÑÑÑÐ´ÐµÐ½ÑÐ°Ð¼ Ð¿ÑÐ¸ Ð¾Ð±ÑÑÐµÐ½Ð¸Ð¸ ÑÑÑÑÐºÐ¾Ð¼Ñ ÑÐ·ÑÐºÑ ÐºÐ°Ðº Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð¼Ñ, Ð° ÑÐ°ÐºÐ¶Ðµ Ð¿ÑÐµÐ´Ð»Ð¾Ð¶ÐµÐ½Ñ ÑÐµÑÐµÐ½Ð¸Ñ Ð¿Ð¾ ÑÑÐ¾Ð²ÐµÑÑÐµÐ½ÑÑÐ²Ð¾Ð²Ð°Ð½Ð¸Ñ Ð¼ÐµÑÐ¾Ð´Ð¸ÐºÐ¸ ÑÐ°Ð±Ð¾ÑÑ Ñ Ð¿ÑÐµÑÐµÐ´ÐµÐ½ÑÐ½ÑÐ¼Ð¸ ÑÐµÐºÑÑÐ°Ð¼Ð¸ Ð½Ð° Ð·Ð°Ð½ÑÑÐ¸ÑÑ Ð ÐÐ. ÐÐ°Ð½Ñ Ð¾Ð±ÑÐ¸Ðµ Ð¿Ð¾Ð½ÑÑÐ¸Ñ, ÐºÐ°ÑÐ°ÑÑÐ¸ÐµÑÑ Ð¿ÐµÑÐ²Ð¸ÑÐ½Ð¾Ð¹ Ð¸ Ð²ÑÐ¾ÑÐ¸ÑÐ½Ð¾Ð¹ ÑÐ·ÑÐºÐ¾Ð²ÑÑ Ð»Ð¸ÑÐ½Ð¾ÑÑÐµÐ¹, Ð¿ÑÐµÑÐµÐ´ÐµÐ½ÑÐ½Ð¾Ð³Ð¾ ÑÐµÐ½Ð¾Ð¼ÐµÐ½Ð°. ÐÑÐ¾Ð²ÐµÐ´ÐµÐ½Ð¾ Ð°Ð½ÐºÐµÑÐ¸ÑÐ¾Ð²Ð°Ð½Ð¸Ðµ. ÐÑÐ¾Ð°Ð½Ð°Ð»Ð¸Ð·Ð¸ÑÐ¾Ð²Ð°Ð½Ñ Ð¿Ð¾Ð»ÑÑÐµÐ½Ð½ÑÐµ Ð´Ð°Ð½Ð½ÑÐµ, Ð²ÑÑÐ²Ð»ÐµÐ½ ÑÑÐ¾Ð²ÐµÐ½Ñ Ð·Ð½Ð°Ð½Ð¸Ñ ÑÑÑÑÐºÐ¸Ñ Ð¿ÑÐµÑÐµÐ´ÐµÐ½ÑÐ½ÑÑ ÑÐµÐºÑÑÐ¾Ð². Ð Ð°Ð·ÑÐ°Ð±Ð¾ÑÐ°Ð½Ñ ÐºÐ¾Ð½ÐºÑÐµÑÐ½ÑÐµ Ð¼ÐµÑÐ¾Ð´Ð¸ÑÐµÑÐºÐ¸Ðµ ÑÐµÐºÐ¾Ð¼ÐµÐ½Ð´Ð°ÑÐ¸Ð¸ Ð² Ð²Ð¸Ð´Ðµ ÐºÐ¾Ð¼Ð¿Ð»ÐµÐºÑÐ½Ð¾Ð¹ ÑÐ¸ÑÑÐµÐ¼Ñ ÑÐ¿ÑÐ°Ð¶Ð½ÐµÐ½Ð¸Ð¹. Ð Ð°Ð±Ð¾ÑÐ° Ð¾Ð±Ð»Ð°Ð´Ð°ÐµÑ ÑÐ»ÐµÐ¼ÐµÐ½ÑÐ°Ð¼Ð¸ Ð½Ð°ÑÑÐ½Ð¾Ð¹ Ð½Ð¾Ð²Ð¸Ð·Ð½Ñ Ð¸ Ð¿ÑÐ°ÐºÑÐ¸ÑÐµÑÐºÐ¾Ð¹ Ð·Ð½Ð°ÑÐ¸Ð¼Ð¾ÑÑÑÑ (Ð¿ÑÐ¾Ð°Ð½Ð°Ð»Ð¸Ð·Ð¸ÑÐ¾Ð²Ð°Ð½Ñ Ð¼ÐµÑÐ¾Ð´Ñ ÑÐ°Ð±Ð¾ÑÑ Ñ Ð¿ÑÐµÑÐµÐ´ÐµÐ½ÑÐ½ÑÐ¼Ð¸ ÑÐµÐºÑÑÐ°Ð¼Ð¸, Ð²ÑÑÐ²Ð»ÐµÐ½Ñ ÑÐ·Ð½Ð°Ð²Ð°ÐµÐ¼ÑÐµ Ð¿ÑÐµÑÐµÐ´ÐµÐ½ÑÐ½ÑÐµ ÑÐµÐ½Ð¾Ð¼ÐµÐ½Ñ): ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÑ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ Ð¼Ð¾Ð³ÑÑ Ð±ÑÑÑ Ð¸ÑÐ¿Ð¾Ð»ÑÐ·Ð¾Ð²Ð°Ð½Ñ Ð² Ð¿ÑÐ°ÐºÑÐ¸ÐºÐµ Ð¿ÑÐµÐ¿Ð¾Ð´Ð°Ð²Ð°Ð½Ð¸Ñ Ð ÐÐ.
description: Subject matter of the thesis is "The role of precedent texts in the formation of a secondary language personality on RFL lessons." This paper examines the aspects of studying and teaching Russian-language precedent texts to foreign students in process of teaching Russian as a foreign language, also proposes solutions for improving the methodology for working with precedent texts in the lessons of RFL. General concepts are given concerning primary and secondary linguistic personalities, a precedent phenomenon. A survey was carried out. The obtained data are analyzed, the level of knowledge of Russian precedent texts is revealed. Specific guidelines have been developed in the form of a complex system of exercises. This research has elements of scientific novelty and practical relevance (methods of applying precedent texts were analyzed, recognizable precedent phenomena were identified): the results of the study can be used in the practice for teaching Russian as a foreign language.