<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Natalya Zamkovaya</style></author><author><style face="normal" font="default" size="100%">Irina Moiseenko</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SOME INNOVATIVE APPROACHES TO TEACHING RUSSIAN AS FOREIGN LANGUAGE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational process activity</style></keyword><keyword><style  face="normal" font="default" size="100%">innovative approaches</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">January/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392315888.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">10</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">When studying any of languages foreign to some person and not considering this process as simple as an acquiring certain knowledge and skills volume only, but to the contrary – regarding it as purposeful activity which enables this person to expand his/her cultural background notably, it can lead the student outside the mastering of ready-made knowledge to unobstructed developing of creative mind. In order to achieve that it might be necessary to organize these studies by leading each student to accept the idea that any new knowledge proffered must be accredited with some individual significance valued by this person. 
This can be done by engaging some modern and innovative methods representative with new style of academic activity; these can provide both for various transformed ways of knowledge presentation as well as the different types of absorbing this new information by the way of putting the body of it into practice, engaging each student in this or that joint actions and frequent discussions.
 The most effective methods for studying Russian as a foreign language in our opinion are the following ones which have been put to test by us and by teachers in Estonia and proved to be fruitful. These are: some developing technologies as putting up the problem and subsequent solving of it; an individual project; also the process of unraveling any communicative task and getting the answers; the work in the master-classes and the last but not least – an RWCT technology.
 The novelty of this research presented by authors lies in the nature and specialty of educational materials accomplished using and developing the methods mentioned above, besides its introduction into the teaching practice taking place at the moment. The results of the research are published as two textbooks for Russian language teachers and students of the same profile.
 </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">140-147</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Irina Moiseenko</style></author><author><style face="normal" font="default" size="100%">Natalya Zamkovaya</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ABOUT INTERNET’S POTENTIALITY IN THE FOREING LANGUAGE EDUCATIONAL PROCESS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational process</style></keyword><keyword><style  face="normal" font="default" size="100%">language education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">January/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392222277.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">3</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">These days the mastery of the Internet or at last the proper know-how needed for this sort of work is regarded among the same basic skills of civilized person as an ability for reading or writing. The necessity of developing these skills among the people in the large scale has been realized in Estonia on the state level in the first years of newly regained independence. So it was back in the year of 1995 when there was developed the large-scale project named “Tiger’s jump” / when Estonia joined in the global project with the purpose to provide all municipal schools / all sort of schools and colleges with the means for using the Internet connections or so to speak “to open the way out into world-wide web or Internet”. According to US researchers most of the schools in US / EU countries are connected / have links with the quick-system Internet. In Estonia that quick-system Internet-connections are at the disposal for 90% of schools. Furthermore, that our joining the global project / that above-mentioned project was successful we have the corroborative fact of including Tallinn, the capital of Estonian Republic with the same league as London and Tokio, both the capitals of the most powerful countries and with the best equipment and connections to the Internet. 
However such technical equipment in the possession of the schools by itself is not a guarantee for any effective using of Internet-provided means and resources in the educational process. Researches into the most popular educational methods described by authors of teacher’s books, for example in the field of Russian language teaching shows, that aforementioned resources are far from fully used. 
These were the facts that triggered the creation of current research paper with the double kernel-points of considering theoretical aspects and offering practical methods for introduction of contemporary powerful and extensive technical means into the language-educational process. With that purpose in sight, using most direct and picturesque examples we are describing in our research paper several different ways of using Internet in the educational process, then the means for further improvement of teacher’s books and by last but not least we are considering the best ways for introducing these new methods into the real practice of language-teaching.
 The results of our research may be used for further developing and increasing the effects of an educational process in a whole and the system of foreign language studying in particular.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">102-109</style></section></record></records></xml>