How do cultural differences affect learning Russian effectively

Cultural differences significantly affect the effectiveness of learning Russian by influencing learners’ attitudes, motivations, self-conceptions, and the relevance of teaching materials. Key cultural factors include:

• Individualism vs. collectivism: Learners from individualistic cultures may have different self-perceptions and communication styles compared to those from collectivist cultures, impacting how they engage with Russian, which reflects its own cultural norms. ^{1, 2}

• Attitudes towards education and language: A learner’s cultural background shapes their expectations and motivation for learning Russian, affecting language acquisition progress and proficiency development. ^{3, 4}

• Linguistic and cultural competences: Differences in linguistic systems and culturally bound meanings require teaching materials and methods to be adapted to bridge these gaps and make learning more relevant and engaging. ^{5, 6}

• Psychological and social factors: Fear of making mistakes, varying degrees of exposure to Russian cultural contexts, and differing social norms impact language learning comfort and interactive opportunities. ^{7, 8}

• Integration of cultural content: Incorporating cultural knowledge (proverbs, customs, historical context) in language instruction enhances understanding and retention. ^{9, 5}

Understanding and addressing these cultural differences through culturally enriched materials, tailored teaching techniques, and awareness of learners’ cultural attitudes can improve Russian language learning effectiveness.

Thus, cultural differences affect learning Russian by shaping learners’ motivation, interaction styles, and comprehension of cultural nuances embedded in the language, requiring educators to adopt culturally sensitive approaches. ^{1, 3, 5}

References

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• COMPARATIVE ANALYSIS OF CHINESE AND RUSSIAN STUDENTS VALUE ORIENTATIONS IN RELATION TO LEARNING IN THE CONTEXT OF G. HOFSTEDE THEORY OF CULTURAL DIMENSIONS

• The role of attitudes in the development of Russian as a foreign language: A retrospective study

• International Students’ Adaptation in Russia: its Varying Due to the Student’s Culture of Origin

• Designing Russian Language Learning Materials for Kenyan Students

• Teaching languages in multicultural surroundings : New tendencies

• Overcoming non-linguistic barriers to effective speaking in Russian adult ESP classroom

• Psychological and linguistic features of the Russian language acquisition by international students

• Dialogue between cultures: FL textbook as a foundation for high-quality education

• Problems of Identification and Use of Language Variants at all Levels of the Language System when Learning Russian for Foreigners

• Cultural differences affecting the international transfer of computerized language learning

• The Cross-Cultural Differences in Perceived Stress of the COVID-19 Pandemic in Schoolchildren from Russia and Kyrgyzstan With Normal and High Levels of Anxiety and Depression

• Socio-cultural Factors Affecting Reading Comprehension Levels and Demographic-based Grammatical Competence of Higher Education Students

• Sociocultural Theory in Practice: Addressing Issues Affecting English as a Foreign Language (EFL) Teaching-Learning in Hail Remote Schools

• “Guilty face” – middle managers of Russian origin in UK universities and problematic cultural gendered leadership identity construction

• National and cultural specificity of lexemes with the semantics ‘curiosity’ in Russian, English and Italian languages

• The dark sides of an intercultural-based teaching of RFL: A critical approach

• Linguocultural Portrait of a Migrant Student while Acquiring Russian as a Non-Native Language: Regional Aspect

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• INTERCULTURALITY IN THE MODERN RUSSIAN LINGUISTIC LANDSCAPE

• Influence of Family Language Policies on Language Proficiency across Generations: A Study of Russian-Speaking Families in Germany

• The main features of the lingvo-cultural type “teacher” in the Russian and English lingvo-cultures

• An Analysis of the Negative Conceptual Transfer of Chinese Language to Chinese Students’ Learning and Use of Russian Sequences

• A new life with a new language: Russophone immigrants’ reflections about language learning