<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Linguocultural approach is the new teaching direction in teaching Russian as a foreign language (RFL). Based on this approach, students are aimed to form a linguocultural competence. Studying scientific research show that there is a lot of linguistic units that are suitable to help students in forming their linguocultural competence. The purpose of the research is to apply the topic “Russian culinaronyms” (known as the name of Russian food) in the formation of the linguocultural competence of Vietnamese students who are learning Russian as a foreign language. The research was conducted by surveying and interviewing 26 Russian teachers in Vietnam by verifying the applicability of theory and practice of the topic “Russian culinaronyms”. The research results show that the teachers think that the application of this food topic in the formation of their linguocultural competence is appropriate with high survey results. Furthermore, it reveals the linguistic and cultural dimensions from Russian culinaronyms which can be used to form a linguocultural competence for Vietnamese students. The topic “Russian culinaronyms” can be applied in extracurricular sessions for language specialized students.</p>
</abstract>

Linguocultural approach is the new teaching direction in teaching Russian as a foreign language (RFL). Based on this approach, students are aimed to form a linguocultural competence. Studying scientific research show that there is a lot of linguistic units that are suitable to help students in forming their linguocultural competence. The purpose of the research is to apply the topic “Russian culinaronyms” (known as the name of Russian food) in the formation of the linguocultural competence of Vietnamese students who are learning Russian as a foreign language. The research was conducted by surveying and interviewing 26 Russian teachers in Vietnam by verifying the applicability of theory and practice of the topic “Russian culinaronyms”. The research results show that the teachers think that the application of this food topic in the formation of their linguocultural competence is appropriate with high survey results. Furthermore, it reveals the linguistic and cultural dimensions from Russian culinaronyms which can be used to form a linguocultural competence for Vietnamese students. The topic “Russian culinaronyms” can be applied in extracurricular sessions for language specialized students.

Culinaronyms in formatting linguocultural competence in teaching Russian as a foreign language

Peoples’ Friendship University of Russia (RUDN University)

Vietnam National University of Ho Chi Minh City

Journal of Language and Cultural Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Linguocultural approach is the new teaching direction in teaching Russian as a foreign language (RFL). Based on this approach, students are aimed to form a...

Culinaronyms in formatting linguocultural competence in teaching Russian as a foreign language

Publié en ligne: 17 juin 2021

Pages: 1 - 18

DOI: https://doi.org/10.2478/jolace-2020-0018

Mots clés
linguoculture competence, linguoculture, culinaronym, Russian, Russian as a foreign language (RFL)

© 2020 Ngoc Son Phan, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Culinaronyms in formatting linguocultural competence in teaching Russian as a foreign language

Publié en ligne: 17 juin 2021

Pages: 1 - 18

DOI: https://doi.org/10.2478/jolace-2020-0018

Mots cléslinguoculture competence, linguoculture, culinaronym, Russian, Russian as a foreign language (RFL)

© 2020 Ngoc Son Phan, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Mots clés
linguoculture competence, linguoculture, culinaronym, Russian, Russian as a foreign language (RFL)