Task-Based Instruction for Teaching Russian as a Foreign Language
Copyright year 2022
Task-Based Instruction for Teaching Russian as a Foreign Language presents the most recent developments in the field of task-based language teaching (TBLT) and highlights impactful research-based instructional practices of applying TBLT for the teaching of Russian.
This comprehensive volume extends the current understanding of the nature and role of tasks in course development, authenticity in task design, the role of the instructor in TBLT, teaching culture through TBLT, the intersection of complex morphology and explicit grammar instruction with task-based approaches, collaborative interaction within TBLT, and technology-mediated tasks. This resource focuses on the unique set of factors and challenges that arise when applying TBLT in the instruction of Russian and other morphologically rich languages.
This edited volume will be of interest to teachers of Russian as well as researchers in Russian language acquisition, language pedagogy, and Slavic applied linguistics.
Authors
Maria Bondarenko, Heidelberg University, Germany; University of Montreal, Canada
Ekaterina Burvikova, University of New Hampshire, USA
Nadezhda Dubinina, Saint Petersburg State University, Saint Petersburg, Russia
Katie Esser, University of Vermont, USA
Iuliia Fedoseeva, Concordia Language Villages, USA
Vita V. Kogan, Queen Mary University of London, UK
Nina Kositsky, University of Maryland, USA
Natalia V. Krylova, Concordia Language Villages, USA
Evelina Mendelevich, New York University, USA
Yulia Mikheeva, Language School Yu Cursos de Idiomas, Brasília, Brazil
Sara Nimis, Concordia Language Villages, USA
Aleksey Novikov, University of Arizona, USA
Svetlana V. Nuss, University of Alaska, USA
Dmitrii Pastushenkov, Michigan State University, USA
Anna Smirnova Henriques, Pontifícia Universidade Católica de São Paulo; Language School Clusbe Russo Priviet, São Paulo, Brazil
Yevgeniya Stremova, Language Link, Moscow, Russia
Wendy Whitehead Martelle, University of Alaska Fairbanks, USA
Valentina Vinokurov, University of Arizona, USA
Volha Yermalayeva Franco, Universidade Federal da Bahia, Salvador; Language School Clube Eslavo, São Paulo, Brazil
Snezhana Zheltoukhova, Stetson University, USA
Table of Contents
Chapter One: Task-Based Instruction for Teaching Russian as a Foreign Language: Perspectives and practice
Svetlana V. Nuss and Wendy Whitehead Martelle
ABSTRACT: The chapter opens with a discussion of the cyclic nature of pedagogy and a brief overview of TBLT-related publications of the last decade. It then presents a comprehensive review of TBLT literature in the context of teaching L2 Russian beginning with Leaver and Kaplan (2004). The terms systemic mode (when an entire syllabus or institutional program is built and sequenced using task-based approach) and incremental mode (when teachers use tasks as an increment of instruction, more or less cohesively integrating them in an otherwise non-task-oriented course work, to include the use of tasks for assessment) are proposed to conceptualize and distinguish between the two ways tasks are used in teaching languages. Three instruments of task design are offered as potentially impactful for instructional design of task-based teaching of L2 Russian. The first instrument addresses Russian morphology and accounts for linguistic demands entailed in the task structure (based on Pallotti, 2019). The second instrument is the list of linguistic features that learners of L2 Russian should have command of, organized by proficiency levels (based on Long et al., 2012). The third instrument is the growing bank of pedagogical narrations of incremental and systemic models of task-based instruction of L2 Russian developed to date with a brief recap of the list. The chapter includes a comprehensive thematic analysis of the present volume’s contributions and their treatment of TBLT and its practice in L2 Russian classroom: (а) all tasks, whether used in systemic or incremental modes, involve a needs analysis before the task design; (b) the intention behind task design has a focus on meaning with a clear outcome other than the use of language; (c) the tasks involve authenticity in some form (either situational or interactional); (d) the tasks reflect a learner-centered approach that promotes learner agency and learner autonomy; (e) the tasks foster interaction. In addition, all contributions contain a cultural component, many authors emphasize proficiency development, feature technology-mediated tasks, address task sequencing, and reflect on the role of teacher and teacher agency in task-based instruction.
Chapter Two: Morphology acquisition research meets instruction of L2 Russian: A contextualized literature review
Svetlana V. Nuss
ABSTRACT: This chapter presents a review of the research on the acquisition of Russian morphology and discusses how it informs the practice of teaching Russian as a foreign or second language (L2 Russian). Influential publications from the current decade are reviewed, particularly research that directly addresses classroom instruction of L2 Russian or where instructional strategies can be unambiguously extrapolated. First, I analyze the gap between research and teaching practice. Then, I discuss why Russian morphology should be regarded as a central element of L2 Russian instruction based on the qualities of the Russian language and the latest research regarding the acquisition of L2 morphology. I provide a brief overview of the distinct features of the Russian language, followed by a literature review on the acquisition of inflection, derivation, and compounding and address their relevance to the instruction of L2 Russian. Finally, I highlight the necessity of magnifying the voices of practitioners who work with learners of L2 Russian in diverse settings. The overall result presents a picture of recent theoretical and research advances in teaching Russian as a morphologically rich language through the lens of classroom application. The chapter contributes to balancing research and practice fields of L2 Russian by contextualizing research findings in the practice of teaching Russian as a foreign language (RFL) and encourages self-reflection for both teachers and researchers of L2 Russian.
Chapter Three: Cracking the Cyrillic code through tasks: Implications for instruction and foreign language teacher education
Nina Kositsky
ABSTRACT: Despite the efficacy of task-based language teaching (TBLT), foreign language educators face many challenges in implementing TBLT, which may lead to it being largely underutilized. This chapter describes a pedagogical framework for introducing task-based language instruction to future teachers of foreign languages. Task-based teaching is demonstrated through a Russian language lesson that introduces the Cyrillic alphabet to beginners. This puts future language teachers in the learner position, allowing them to experience the thrill of language learning in a well-scaffolded task-based classroom.
Chapter Four: Learner corpus as a medium for tasks
Aleksey Novikov and Valentina Vinokurova
ABSTRACT: This chapter argues for the use of a learner corpus in task-based teaching of Russian. First, the chapter provides the definitions of tasks and discusses texts in task-based teaching. Second, we elaborate on focused tasks in light of the principles of language awareness and introduce Data-Driven Learning (DDL). And finally, we describe the two types of focused tasks, namely structure-trapping tasks and DDL tasks, and explain how a learner corpus can be seen as a medium between the more traditional structure-trapping tasks and innovative DDL tasks.
Chapter Five: Task-based vlogs in an elementary Russian classroom
Katie Esser
ABSTRACT: This chapter first reviews the theory behind task-based methodology. It then reviews a body of literature on empirical evidence supporting the effectiveness of technology-based assignments in a communicative or TBLT classroom and their potential in improving vocabulary acquisition and decreasing affective variables. Next, two video-based assignments from an elementary Russian classroom are described detailing their task-based goals, themes, and grammatical and lexical targets. Finally, both assignments are analyzed in accordance with previous research to provide suggestions for instructors who wish to adapt the tasks described here for their own classrooms.
Chapter Six: Russian and Russia through tasks for beginners: Applying task-based language teaching at a low proficiency level
Vita V. Kogan and Maria Bondarenko
ABSTRACT: In this chapter, we review several attempts to refine the conceptual space of task-based language teaching (TBLT) and to make TBLT suitable for beginner learners. First, we problematize the notion of communication in tasks tracing the evolution of the task definition since the 1980s. We conclude that limiting the concept of communication by the notion of oral interaction and focusing on higher linguistic and cognitive skills have shaped the negative attitude towards using TBLT at the beginner level. We compile specific design strategies (principles) that can help to make tasks accessible for low-level Russian language learners and provide sample tasks successfully implemented at the Novice Low and Novice Mid (ACTFL) proficiency levels. These tasks have the content that has been traditionally assigned to advanced level language study (Russia’s economy and living 78conditions) and that enhances the thought value; however, the proposed tasks are still approachable in terms of the language they incorporate.
Chapter Seven: Teaching Russian in Brazil: Learner-centered task design and TORFL connection
Anna Smirnova Henriques, Nadezhda Dubinina, Yulia Mikheeva, and Volha Yermalayeva Franco
ABSTRACT: The issue of teaching Russian in Brazil is barely addressed in scholarly literature. In the present work, we outline the context of teaching and learning Russian in Brazil, describe the application of a task-based approach, and report our experience in implementing the TORFL (Test of Russian as a Foreign Language). The majority of Brazilians study Russian in private language schools or with private instructors. Most teachers are native Russian speakers. In the Brazilian context, they focus on communicative strategies and use a task-based approach. We detail nine tasks commonly applied in three language schools. Finally, we describe our experience in introducing the TORFL in Brazil. The Speaking subtest revealed excellent communication skills of Brazilian test takers, even at beginner levels.
Chapter Eight: Task-Based learning in the grand simulation context: Six principles for success from isolated immersion programs
Sara Nimis, Natalia V. Krylova, and Iuliia Fedoseeva
ABSTRACT: This chapter draws on the pedagogy of teaching Russian as a foreign language developed at Concordia Language Villages (CLV; MN, U.S.). The communicative, task-based approach to foreign language teaching and learning has been practiced at CLV long before the emergence of the respective method and theory, and over the course of several decades, has been effectively implemented in various students’ groups, as well as linguistic and cultural contexts. The retrospective analysis of Concordia’s unique method of instruction is organized in this paper around the six major principles and core concepts of the CLV Way, namely, giving learners courage, learner investment, linguistic and cultural authenticity, creating a need to communicate, and experiencing language learning within the context of extended projects. These principles are enacted through a series of task-based assignments, as well as the unique learning environment of Concordia’s Russian Village. This chapter illustrates the diverse ways in which the six principles of the CLV grand-simulation model are fostering task- and project-based learning with an in-depth discussion of the intelligence gathering simulation and the immigration simulation project.
Chapter Nine: Использование целевого задания в краткосрочных курсах РКИ для иностранных студентов-нефилологов
Ekaterina Burvikova and Yevgeniya Stremova
ABSTRACT: В статье определяется подход к преподаванию русского языка на краткосрочных курсах для контингента студентов, не связанных с русским языком ни профессионально, ни в долгосрочной перспективе. Статья знакомит с опытом организации краткосрочных курсов и определением их содержания с акцентом на практических нуждах студентов, ранее не говоривших по-русски. В статье дается модель обучения с фокусом на практическом применении языка для выживания в языковой среде в виде целевых (коммуникативных) заданий. Студентам краткосрочных курсов требуется качественно иной отбор материала, его предъявление и работа над ним. Преподавание языка, основанное на целевых заданиях, позволяет сделать акцент на обучении общению через взаимодействие и введение аутентичных материалов в учебную ситуацию. Таким образом, у студентов появляется возможность не только погрузиться в русский язык, разобравшись в практической значимости отработки определенной ситуации, которая отвечает их потребностям, но и получить опыт использования языка в реальных ситуациях, что является одним из ведущих компонентов краткосрочного обучения в языковой среде.
Chapter Ten: Task-based peer interaction in Russian as a second/foreign language classes
Dmitrii Pastushenkov
ABSTRACT: Task-based peer interaction is an important element in many communicative and TBLT classrooms. Research has shown that peer interaction can benefit second language development and is often viewed as less stressful than teacher-student interaction. Therefore, task-based peer interaction can be a valuable addition to Russian classes. This chapter includes a discussion of prior peer interaction research and how some of the learners’ individual differences may affect the effectiveness of communicative tasks. Drawing upon the author’s experiences teaching and researching Russian as a foreign language in various environments, the chapter concludes with the description of peer interactive activities that Russian instructors may adopt in their classes. The activities are aimed for use in Russian classes in immersion programs, K–12 settings, and at a university level.
Chapter Eleven: Kommunalka: Virtual space as a platform for task-based learning
Evelina Mendelevich
ABSTRACT: Since task-based language teaching (TBLT) became a more mainstream approach to teaching second/foreign languages, virtual spaces have attracted scholars’ and teachers’ attention as potentially effective platforms for task-based/supported language learning and teaching. Most of the current studies on the use of virtual worlds and virtual role-play have focused on 3D virtual worlds, rich simulation games, and, most recently, virtual and augmented reality technologies. While ripe with potential for language teaching and learning, these platforms are often impractical in a classroom setting because they require a steep learning curve and/or sophisticated technology. Drawing on the best practices of traditional scenario-based role-play and the insights emerging from the study of simulation games and 3D virtual worlds in the context of TBLT, this chapter proposes a technologically simpler alternative by introducing Kommunalka, a virtual-space project based on Google Sites designed to advance vocabulary acquisition and retention in Intermediate learners by converting textbook activities into scaffolded pedagogical tasks. This chapter describes the structure and set up of the online space, converting typical textbook assignments into tasks designed to engage students with new vocabulary through role-play and contextual learning, and discusses the role of avatars in increasing student engagement and creativity both in and outside of the classroom.
Chapter Twelve: Developing global competence in an advanced Russian course
Snezhana Zheltoukhova
ABSTRACT: This chapter explores the ways a task-based language teaching (TBLT) approach was applied to a higher-level L2 Russian class at an American liberal arts college. The pilot content-based course was taught in Spring 2019 and aimed at increasing the global competence of learners through academic discussions and creative projects based on Ilf and Petrov’s travelogue One-Storied America. The innovative curriculum employed three pedagogic task types based on the classification of Willis (2004). This project discusses major course features and potential issues for the use of this approach in future application.
Chapter Thirteen: TBLT in Russian classrooms: Reflections on practice and future directions: Reflections on practice and future directions
Wendy Whitehead Martelle and Svetlana V. Nuss
ABSTRACT: This chapter summarizes practitioners’ reflections and lessons learned in implementing task-based language teaching (TBLT) in the context of L2 Russian classrooms. It reviews the aspects of how tasks, authenticity, and cultural awareness are interconnected; as well as the intertwined nature of tasks, learner-centeredness, and motivation; and brings forward the challenges of teaching L2 Russian in a task-based setting. We particularly discuss issues of the definition of task through the lens of practitioners, what assessment can look like in a TBLT-based L2 Russian classroom and how it should be conducted, along with other practical matters of teaching Russian in general and particularly through tasks. We add a fourth real issue for TBLT instruction (Long, 2016), and bring forward the institutional support available to teachers as an essential real issue the language teaching profession is facing in general (not Russian-specific). The chapter also offers some practical advice gleaned from the experience of implementing TBLT in the L2 Russian context along with the candid reflections of the challenges encountered. Then, we offer remaining questions and future directions that may help inform future scientific inquiry. The chapter ends with a call to teachers of L2 Russian to (a) shift their instruction by making it more learner-centered, holistically meeting needs of the diverse L2 Russian students; (b) recognize their power to better support students by attending to the teacher’s own professional development; and (c) change the professional and societal – both implicit and explicit – discourse of the field of Russian language study from the current narrative of difficulties of learning Russian to that of success and possibilities for learners to attain high levels of proficiency, which can be achieved by consciously shaping a more learner-friendly and responsive environment.
Editors
Svetlana V. Nuss is a Language Acquisition Instructional Consultant and Coach, University of Alaska Fairbanks, U.S.A.
Wendy Whitehead Martelle is Assistant Professor of Applied Linguistics, ESL, and Russian at the University of Alaska Fairbanks, U.S.A.