title: Ð¤Ð¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ðµ ÑÐ·ÑÐºÐ¾Ð²Ð¾Ð¹ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¸ ÐºÐ¸ÑÐ°Ð¹ÑÐºÐ¸Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð¿ÑÐ¸ Ð¸Ð·ÑÑÐµÐ½Ð¸Ð¸ Ð¿ÑÐ¸ÑÐ°ÑÑÐ¸Ð¹ ÑÑÑÑÐºÐ¾Ð³Ð¾ ÑÐ·ÑÐºÐ° (ÑÑÐ¾Ð²ÐµÐ½Ñ Ð2)
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð¼Ð°Ð³Ð¸ÑÑÑÐ°
titleType: Subtitle
title: The formation of the linguisticcompetence of Chinese students in the study of the participles of the Russianlanguage (level B2)
Creators: name: ÐÐ¸ Ð¡Ð¾ÑÐ¸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: 2024
Subjects: ÑÐ·ÑÐºÐ¾Ð²Ð°Ñ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ñ
Ð¿ÑÐ¸ÑÐ°ÑÑÐ¸Ðµ
Ð ÐÐ
ÑÐ¿ÑÐ°Ð¶Ð½ÐµÐ½Ð¸Ñ
ÐºÐ¸ÑÐ°Ð¹ÑÐºÐ¸ÐµÂ ÑÑÑÐ´ÐµÐ½ÑÑ
language competence
participle
RFL
exercises

description: ÐÐ°Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð¿Ð¾ÑÐ²ÑÑÐµÐ½Ð° Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ ÑÐ°Ð·Ð²Ð¸ÑÐ¸Ñ ÑÐ·ÑÐºÐ¾Ð²Ð¾Ð¹ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¸ ÐºÐ¸ÑÐ°Ð¹ÑÐºÐ¸Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð½Ð° Ð·Ð°Ð½ÑÑÐ¸ÑÑ Ð¿Ð¾ Ð ÐÐ Ð¿Ð¾ÑÑÐµÐ´ÑÑÐ²Ð¾Ð¼ Ð¿ÑÐ¸ÑÐ°ÑÑÐ¸Ð¹ ÑÑÑÑÐºÐ¾Ð³Ð¾ ÑÐ·ÑÐºÐ°. ÐÐ°Ð´Ð°ÑÐ¸, ÐºÐ¾ÑÐ¾ÑÑÐµ ÑÐµÑÐ°Ð»Ð¸ÑÑ Ð² ÑÐ¾Ð´Ðµ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ: 1. Ð¾Ð¿ÑÐµÐ´ÐµÐ»Ð¸ÑÑ Ð¿Ð¾Ð½ÑÑÐ¸Ðµ ÑÐ·ÑÐºÐ¾Ð²Ð¾Ð¹ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¸ Ð¸ ÐµÐµ ÑÐ¾ÑÑÐ°Ð²Ð»ÑÑÑÐ¸Ñ; 2. Ð¾Ð¿ÑÐµÐ´ÐµÐ»Ð¸ÑÑ ÑÐ¿Ð¾ÑÐ¾Ð±Ñ ÑÐ¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ñ ÑÐ·ÑÐºÐ¾Ð²Ð¾Ð¹ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¸; 3. Ð¸Ð·ÑÑÐ¸ÑÑ Ð½Ð°ÑÑÐ½ÑÑ Ð»Ð¸ÑÐµÑÐ°ÑÑÑÑ, Ð¾ÑÐ²ÐµÑÐ°ÑÑÑÑ ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÑ Ð¸ Ð¿ÑÐ¾Ð±Ð»ÐµÐ¼Ñ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ð¹ ÑÑÑÑÐºÐ¸Ð¹ Ð¿ÑÐ¸ÑÐ°ÑÑÐ¸Ð¹ Ð² Ð¾Ð±ÑÑÐµÐ½Ð¸Ð¸ Ð ÐÐ; 4. Ð²ÑÐ´ÐµÐ»Ð¸ÑÑ Ð³Ð»Ð°Ð²Ð½ÑÐµ ÑÐ»Ð¾Ð¶Ð½Ð¾ÑÑÐ¸ Ð² Ð¾Ð±ÑÑÐµÐ½Ð¸Ð¸ Ð¿ÑÐ¸ÑÐ°ÑÑÐ¸ÑÐ¼ ÐºÐ¸ÑÐ°Ð¹ÑÐºÐ¸Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð²; 5. Ð¿ÑÐ¾Ð²ÐµÑÑÐ¸ Ð°Ð½Ð°Ð»Ð¸Ð· ÑÐ¸Ð¿Ð¾Ð² ÑÐ¿ÑÐ°Ð¶Ð½ÐµÐ½Ð¸Ð¹ Ð½Ð°Ð¸Ð±Ð¾Ð»ÐµÐµ ÑÑÑÐµÐºÑÐ¸Ð²Ð½ÑÑ Ð´Ð»Ñ ÑÐ¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ñ ÑÐ·ÑÐºÐ¾Ð²Ð¾Ð¹ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¸; 6. Ð¿ÑÐµÐ´ÑÑÐ°Ð²Ð¸ÑÑ ÑÐ¸ÑÑÐµÐ¼Ñ ÑÐ¿ÑÐ°Ð¶Ð½ÐµÐ½Ð¸Ð¹, Ð¾ÑÐ¸ÐµÐ½ÑÐ¸ÑÐ¾Ð²Ð°Ð½Ð½ÑÑ Ð½Ð° ÑÐ¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ðµ ÑÐ·ÑÐºÐ¾Ð²Ð¾Ð¹ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¸ Ð½Ð° Ð·Ð°Ð½ÑÑÐ¸ÑÑ Ð¿Ð¾ Ð ÐÐ; 7. Ð¿ÑÐ¾Ð²ÐµÑÑÐ¸ Ð°Ð¿ÑÐ¾Ð±Ð°ÑÐ¸Ñ ÑÐ°Ð·ÑÐ°Ð±Ð¾ÑÐ°Ð½Ð½Ð¾Ð¹ ÑÐ¸ÑÑÐµÐ¼Ñ ÑÐ¿ÑÐ°Ð¶Ð½ÐµÐ½Ð¸Ð¹; 8. ÑÐ´ÐµÐ»Ð°ÑÑ Ð°Ð½Ð°Ð»Ð¸Ð· Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½Ð½Ð¾Ð³Ð¾ ÑÐºÑÐ¿ÐµÑÐ¸Ð¼ÐµÐ½ÑÐ°, Ð¾ÑÐµÐ½ÐºÐ° ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÐ¾Ð² ÑÐ°Ð·ÑÐ°Ð±Ð¾ÑÐ°Ð½Ð½Ð¾Ð¹ ÑÐ¸ÑÑÐµÐ¼Ñ ÑÐ¿ÑÐ°Ð¶Ð½ÐµÐ½Ð¸Ð¹. Ð Ð°Ð±Ð¾ÑÐ° Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½Ð° Ð½Ð° Ð±Ð°Ð·Ðµ Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¾Ð³Ð¾ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¾Ð³Ð¾ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑÐ° ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾. ÐÑÐ»Ð¸ ÑÐ¾ÑÑÐ°Ð²Ð»ÐµÐ½Ñ Ð³ÑÐ°ÑÐ¸ÐºÐ¸, Ð¿Ð¾ÐºÐ°Ð·ÑÐ²Ð°ÑÑÐ¸Ðµ Ð½Ð°Ð³Ð»ÑÐ´Ð½Ð¾ Ð´Ð¸Ð½Ð°Ð¼Ð¸ÐºÑ ÑÐ¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ñ ÑÐ·ÑÐºÐ¾Ð²Ð¾Ð¹ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¸ Ð¿Ð¾ÑÐ»Ðµ Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½Ð½Ð¾Ð³Ð¾ Ð¾Ð¿ÑÑÐ½Ð¾Ð³Ð¾ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ. Ð ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÐµ Ð±ÑÐ»Ð¸ Ð²ÑÑÐ²Ð»ÐµÐ½Ñ ÑÐ¾ÑÑÐ°Ð²Ð»ÑÑÑÐ¸Ðµ ÑÐ·ÑÐºÐ¾Ð²Ð¾Ð¹ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¸, ÑÐ¿Ð¾ÑÐ¾Ð±Ñ ÐµÐµ ÑÐ¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ñ Ð½Ð° Ð·Ð°Ð½ÑÑÐ¸ÑÑ Ð¿Ð¾ Ð ÐÐ, Ð¾Ð¿ÑÐµÐ´ÐµÐ»ÐµÐ½Ñ ÑÐ»Ð¾Ð¶Ð½Ð¾ÑÑÐ¸ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ð¿ÑÐ¸ÑÐ°ÑÑÐ¸ÑÐ¼ ÑÑÑÑÐºÐ¾Ð³Ð¾ ÑÐ·ÑÐºÐ° ÐºÐ¸ÑÐ°Ð¹ÑÐºÐ¸Ð¼ ÑÑÑÐ´ÐµÐ½ÑÐ°Ð¼. ÐÑÐ»Ð° ÑÐ°Ð·ÑÐ°Ð±Ð¾ÑÐ°Ð½Ð° ÑÐ¸ÑÑÐµÐ¼Ð° ÑÐ¿ÑÐ°Ð¶Ð½ÐµÐ½Ð¸Ð¹, Ð½Ð°Ð¿ÑÐ°Ð²Ð»ÐµÐ½Ð½Ð°Ñ Ð½Ð° ÑÐ¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ðµ ÑÐ·ÑÐºÐ¾Ð²Ð¾Ð¹ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¸ ÐºÐ¸ÑÐ°Ð¹ÑÐºÐ¸Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð². Ð Ð°Ð·ÑÐ°Ð±Ð¾ÑÐ°Ð½ Ð¸ ÑÐµÐ°Ð»Ð¸Ð·Ð¾Ð²Ð°Ð½ Ð¿Ð»Ð°Ð½ ÑÐºÑÐ¿ÐµÑÐ¸Ð¼ÐµÐ½ÑÐ°Ð»ÑÐ½Ð¾Ð³Ð¾ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ, Ð¿ÑÐ¾Ð°Ð½Ð°Ð»Ð¸Ð·Ð¸ÑÐ¾Ð²Ð°Ð½Ñ ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÑ Ð¸ ÑÐ´ÐµÐ»Ð°Ð½Ñ Ð²ÑÐ²Ð¾Ð´Ñ.
description: This work is devoted to the study of the development of the language competence of Chinese students in the RCT classes through the participles of the Russian language. Tasks that were solved during the research: 1. define the concept of language competence and its components; 2. identify ways to form language competence; 3. to study the scientific literature covering the results and problems of research on Russian participles in teaching RFL; 4. highlight the main difficulties in teaching Chinese students the sacraments; 5. to analyze the types of exercises that are most effective for the formation of language competence; 6. to present a system of exercises aimed at the formation of language competence in RCT classes; 7. to test the developed exercise system; 8. make an analysis of the conducted experiment, evaluate the results of the developed exercise system. The work was carried out on the basis of Peter the Great St. Petersburg Polytechnic University. Graphs were drawn up that clearly show the dynamics of the formation of language competence after the conducted experimental training. As a result, the components of language competence were identified, the ways of its formation in the RCT classes, the difficulties of teaching the participles of the Russian language to Chinese students were determined. A system of exercises aimed at developing the language competence of Chinese students has been developed. An experimental research plan has been developed and implemented, the results have been analyzed and conclusions have been drawn.