Perechod k vuzovskomu obučeniju russkomu jazyku kak inostrannomu : sopostavlenije ožidanij studentov-rusistov i realnosti
| Název česky | Přechod na univerzitní výuku ruštiny jako cizího jazyka : srovnání očekávání studentů-rusistů a reality |
|---|---|
| Autoři | |
| Rok publikování | 2025 |
| Druh | Článek v odborném periodiku |
| Časopis / Zdroj | FILOLOGIČESKIJ KLASS |
| Fakulta / Pracoviště MU | |
| Citace | |
| www | https://filclass.ru/archive/2025/tom-30-3/perekhod-k-vuzovskomu-obucheniyu-russkomu-yazyku-kak-inostrannomu-sopostavlenie-ozhidanij-studentov-rusistov-i-realnosti |
| Doi | https://doi.org/10.26170/2071-2405-2025-30-3-196-205 |
| Klíčová slova | Russian language students; first year; Russian; foreign language; student adaptation; student questionnaire; student expectations; learning difficulties; support |
| Přiložené soubory | |
| Popis | The article addresses the problem of first-year students’ adaptation to university studies within the “Russian Studies” program. The aim of the study is to identify students’ expectations at the beginning of their studies and to analyze their correspondence to reality after the first semester. The research method is based on a two-stage questionnaire: the first stage was conducted at the start of the semester, the second after the examination session. The participants were full-time students, mostly recent high school graduates. The analysis focused on seven aspects: differences in the level of difficulty between school and university; use of school knowledge; students’ confidence in academic success; expectations of support; time allocated for preparation; fears and difficulties; and learning outcomes after the first semester. The results show that students enter university insufficiently prepared for theoretically demanding studies, face difficulties in managing a large volume of new material and rarely use targeted forms of support. A significant part of the group experiences crisis during the examination period, and the dropout rate remains high. The findings may be applied in the development of methodological, tutoring, and psychological support measures, as well as in the adjustment of curricula. The conclusion emphasizes the need for broader and longitudinal studies. |