07731nam#a2200565#i#4500001000500000005001700005008004000022020002300062044000900085080006800094084003700162100007200199100006800271100006500339100009400404100006100498100005900559245009300618260004400711300001100755500167400766510026202440510024802702510017302950510011403123510018303237510013803420510018003558510016903738510024803907510016604155510024404321510022404565510036604789510012605155510012605281510029905407510011805706510011905824510021605943510015806159510021106317510008506528510008506613510008506698510020006783510013306983533003307116856001607149321320241124191118.7  20210217d2021####ek#y0engy0150####ca##$a978-5-369-02051-7##$axxu##$aЛингвистика. Языкознание. Языки. 81##$aЯзыкознание. 812bbk#1$aKallisratidis, Evgeniya Vladimirovna$aSouthern Federal University#1$aKorostova, Svetlana Vladimirovna$aSouthern Federal University#1$aNefedov, Igor' Vladislavovich$aSouthern Federal University#1$aPanteleev, Andrey Feliksovich$aЮжный федеральный университет#1$aTretyakova, Anna Yuryevna$aSouthern Federal University#1$aFrolova, Olga Andreevna$aSouthern Federal University00$aM-learning in project activities when teaching Russian as a foreign language$cTextbook1#$aMoscow$bPublishing Center RIOR$c2021##$a88 p.##$aThe textbook is intended for foreign students who speak Russian at the basic and first certification levels and master
the official business and scientific styles of speech. The manual is made up of texts about the Southern Federal University that differ in their level of complexity. Each text is accompanied by pre-text and post-text tasks, including lexical and grammatical exercises aimed at the formation of speech competencies, as well as at repetition and deeper assimilation of the language material studied in the framework of the main courses of Russian as a foreign language.
The textbook can be used as an additional source of materials for teaching foreign students, undergraduates and postgraduates of philological and non-philological specialties of universities both in classroom classes and as a book for home reading, as well as in the process of independent in-depth study of the Russian language.
The textbook is addressed to foreign students of the secondary and advanced stages of education, as well as to all foreign readers interested in the Southern Federal University and seeking to expand their vocabulary, as well as to master the official business and scientific style of speech. The introductory part of the textbook may also be of interest to teachers of Russian as a foreign language (RKI), who expand their professional competencies through the introduction of innovative technologies in the educational process.$aRussian as a foreign language, development of speech skills of reading, speaking and writing, teaching grammar of the Russian language, innovative technologies in the educational process, M-learning$a10.29039/02051-70#$aBaryshnikova E.N., Pichardo R.F. WhatsApp kak obuchayuschaya sreda i metodicheskiy priem obucheniya RKI [Elektronnyy resurs]. URL: http://www.eduneo.ru/whatsapp-kak-obuchayushhaya-sreda-i-metodicheskij-priem-obucheniya-rki/ (data obrascheniya: 07.02.2021).0#$aGal'skova N.D., Gez N.I. Teoriya obucheniya inostrannym yazykam: metodika i lingvodidaktika: ucheb. pos. dlya stud. lingv. un-tov i fak. in. yaz. vyssh. ped. ucheb. Zavedeniy. 6-e izd., ster. M.: Izdatel'skiy centr «Akademiya», 2008. 336 s.0#$aIsenko I.A. Ispol'zovanie angliyskih autentichnyh fil'mov dlya formirovaniya sociolingvisticheskoy kompetencii // Inostrannye yazyki v shkole. 2009. № 1. S. 18–27.0#$aKomkov I.F. Metodika prepodavaniya inostrannyh yazykov: uchebnoe posobie. Minsk: Prosveschenie, 2014. 231 s.0#$aKondrashova N.V. Proektnaya deyatel'nost' pri izuchenii russkogo yazyka kak inostrannogo v tehnicheskom vuze // Mir nauki, kul'tury, obrazovaniya. 2017. № 1(62). S. 133–136.0#$aMil'rud R.P. Sovremennye principy kommunikativnogo obucheniya inostrannomu yazyku // Inostrannye yazyki v shkole. 2000. № 4. 57 s.0#$aMihaylova I.V., Vasyagina T.V. Ispol'zovanie hudozhestvennogo teksta v obuchenii RKI // Perspektivy razvitiya nauchnyh issledovaniy v 21 veke. Mahachkala, 2014. S. 194–196.0#$aNavolokova N.G. Harakteristika pedagogicheskih tehnologiy. Proektnaya tehnologiya // Pedagogicheskaya masterskaya. Vse dlya uchitelya! 2014. № 7(31). S. 34–37.0#$aNefedov I.V. M-learning i E-learning kak osnova razrabotki sovremennyh uchebnyh programm po metodike prepodavaniya RKI // X Mezhdunarodnye Sevastopol'skie Kirillo-Mefodievskie chteniya: sbornik nauchnyh rabot. Sevastopol', 2016. S. 186–192.0#$aNefedov I.V., Popova K.A. M-learning kak innovacionnoe sredstvo v obuchenii RKI // Izvestiya YuFU. Filologicheskie nauki. Rostov n/D, 2016. № 3. S. 170–178.0#$aObrazovatel'nyy standart YuFU. 44.03.05. Pedagogicheskoe obrazovanie (s dvumya profilyami podgotovki) [Elektronnyy resurs]. URL: http://sfedu.ru/files/upload/sts/33997/%D0%9F181-%D0%9E%D0%94%2044.03.05.pdf (data obrascheniya: 17.02.2021).0#$aPolat E.S. Metod proektov na urokah inostrannogo yazyka // Inostrannye yazyki v shkole. 2000. № 3. S. 3–9. [Elektronnyy resurs]. URL: http://schools.keldysh.ru/labmro/lib/polat3.htm (data obrascheniya: 17.02.2021).0#$aSavilova S.L., Davaasuren Sh. Proektnaya deyatel'nost' kak metod povysheniya motivacii na urokah RKI // Professional'naya podgotovka studentov tehnicheskogo vuza na inostrannom yazyke: metodicheskaya gotovnost' prepodavateley. Materialy III Vserossiyskogo nauchno-metodologicheskogo seminara-konferencii. Tomskiy politehnicheskiy universitet. 2016. S. 80–83.0#$aSolovova E.N. Ispol'zovanie video na urokah inostrannogo yazyka // Inostrannye yazyki v shkole. 2003. № 1. S. 37–49.0#$aFedotova N.L. Metodika prepodavaniya russkogo yazyka kak inostrannogo (prakticheskiy kurs). SPb.: Zlatoust, 2013. 192 s.0#$aFilippova V.M. Metod proektov i specifika ego ispol'zovaniya pri obuchenii RKI v yazykovoy srede // Yazyk, kul'tura, mentalitet: problemy izucheniya v inostrannoy auditorii. Sbornik nauchnyh statey XV Mezhdunarodnoy nauchno-prakticheskoy konferencii. RGPU im. A.I. Gercena. 2016. S. 158–160.0#$aHodzickaya E.A. Navstrechu metodu proektov // Nauka 21 veka: Voprosy. Gipotezy. Otvety. 2013. № 2. S. 82–85.0#$aSchukin A.N. Metodika ispol'zovaniya audiovizual'nyh sredstv: uchebnoe posobie. M.: Vysshaya shkola, 2011. 140 s.0#$aAndryuchshenko O., Bakhralinova A., Abzuldinova G., Kairova M. Methodology of implementation of the project-based approach to the Russian language learning. Man in India. 2017, vol. 97, issue 15. Pp. 353–369.0#$aBeckett G.H., Slater T. The Project Framework: A tool for language, content, and skills integration. ELT Journal. 2005, vol. 59, issue 2. Pp. 108–116.0#$aMotivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. P.C. Blumenfeld, E. Soloway, R.W. Marx et al. Educational Psychologist. 1991 (1 June), vol. 26, issue 3–4. Pp. 369–398.0#$aFIFA TV [Elektronnyy resurs]. URL: https://www.youtube.com/watch?v=ZKo7dDKBRMU.0#$aFIFA TV [Elektronnyy resurs]. URL: https://www.youtube.com/watch?v=thohnu6t05Y.0#$aFIFA TV [Elektronnyy resurs]. URL: https://www.youtube.com/watch?v=7mVOBahgDoc.0#$aPetersen C., Nassaji H. Project-based learning through the eyes of teachers and students in adult ESL classrooms. Canadian Modern Language Review. 2016 (February), vol. 72, issue 1. Pp. 13–19.0#$aWoods P. Pulling out of a project: Twelve tips for project planners. ELT Journal. 1988 (July), vol. 42, issue 3. Pp. 196–201.##$aThere is an electronic copy4#$anaukaru.ru