Teaching Colloquial Russian with TBLT: A Survey of Russian FL Teachers' Perspectives.
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| Title: | Teaching Colloquial Russian with TBLT: A Survey of Russian FL Teachers' Perspectives. |
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| Authors: | Artoni, Daniele1 (AUTHOR) daniele.artoni@univr.it, Kaltseis, Magdalena2 (AUTHOR) magdalena.kaltseis@uibk.ac.at, Piccinin, Sabrina3 (AUTHOR) sabrina.piccinin@univr.it, Pomarolli, Giorgia1 (AUTHOR) giorgia.pomarolli@univr.it, Stadler, Wolfgang2 (AUTHOR) wolfgang.stadler@uibk.ac.at |
| Source: | Instructed Second Language Acquisition. Jul2025, Vol. 9 Issue 1, p123-155. 33p. |
| Subject Terms: | *Foreign language education, *Classroom activities, *Conversation, *College teacher attitudes, *Digital learning, *Computer assisted language instruction, Russian language |
| Abstract: | Colloquial Russian (CR), a variety of the Codified Standard Language (CSL), is primarily used in oral communication and marked by spontaneity, informality, and direct interaction. Despite its importance for everyday communication, CR features are often absent from Russian as a Foreign Language (RFL) textbooks, which prioritize CSL and neutral registers. This study examines how Task-Based Language Teaching can foster CR in RFL instruction, making learners' real-life communication skills more authentic. We designed two classroom tasks, incorporating CR structures from social media, and asked 50 RFL teachers in Italy to evaluate them based on focus on meaning, engagement, real-world relevance, complexity, and suitability for different proficiency levels. Data were examined using a mixed-method approach, integrating quantitative and qualitative analyses. Our findings indicate positive teacher feedback but highlight concerns about the extent of CR use, task suitability for lower levels, and the role of AI tools, suggesting further adjustments to improve applicability in RFL instruction. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Colloquial Russian (CR), a variety of the Codified Standard Language (CSL), is primarily used in oral communication and marked by spontaneity, informality, and direct interaction. Despite its importance for everyday communication, CR features are often absent from Russian as a Foreign Language (RFL) textbooks, which prioritize CSL and neutral registers. This study examines how Task-Based Language Teaching can foster CR in RFL instruction, making learners' real-life communication skills more authentic. We designed two classroom tasks, incorporating CR structures from social media, and asked 50 RFL teachers in Italy to evaluate them based on focus on meaning, engagement, real-world relevance, complexity, and suitability for different proficiency levels. Data were examined using a mixed-method approach, integrating quantitative and qualitative analyses. Our findings indicate positive teacher feedback but highlight concerns about the extent of CR use, task suitability for lower levels, and the role of AI tools, suggesting further adjustments to improve applicability in RFL instruction. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 23984155 |
| DOI: | 10.3138/isla-2025-0016 |
