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Learning RFL and UFL in Ukrainian Universities: Focus on Arabic Students

Author

Listed:
  • Maryna Shlenova

    (Candidate of Philological Sciences (PhD), Senior Lectures of the Department of Documentary and Ukrainian Language, National Aerospace University “KhAI”)

  • Anastasiya Nesterenko

    (Kharkiv National Medical University, Kharkiv, Ukraine)

  • Zoya Girich

    (Doctor of Pedagogical Sciences, Professor of the Department of Documentary and Ukrainian Language, National Aerospace University “KhAI”, Ukraine)

  • Nataliia Konoplenko

    (Stephan Gzhytskyi National University of Veterinary Medicine and Biotechnologies, Lviv, Ukraine)

  • Anna Boiarska-Khomenko

    (H.S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine)

  • Yuliia Korneiko

    (Kharkiv State Academy of Design and Arts, Kharkiv, Ukraine)

Abstract

Purpose: To determine the peculiarities in learning Russian as a foreign language (RFL) and Ukrainian as a foreign language (UFL) by Arabic students at Ukrainian universities. Material: 112 Arabic francophone students aged 21-22 studied at preparatory departments in 5 Ukrainian universities participated in the research (n=54 studied UFL, n=58 studied RFL). Results: The test demonstrated that students who learned UFL showed the best results in listening (arithmetic mean of errors = 5.98, t=2.8, deviation of mean = 0.08, p≤0.01), worst results in grammar (arithmetic mean of errors = 6.67, t=2.9, deviation of mean = -0.18, p≤0.01). The students who learned RFL done more errors in grammar (arithmetic mean of errors = 7.81, t=2.9, deviation of mean = 0.02, p≤0.01), and showed the best results in speaking (arithmetic mean of errors = 7.22, t=3, deviation of mean = 0.24, p≤0.01). Conclusions: the research determined that the social and politic situation in the country influences a lot on the language skills of foreign students. The research confirmed that Ukrainian language is easy to learn than Russian language at least for the Arabic francophone students. The profound study of the problem issues, individual approach, and linguistic environment could solved the revealed problems.

Suggested Citation

  • Maryna Shlenova & Anastasiya Nesterenko & Zoya Girich & Nataliia Konoplenko & Anna Boiarska-Khomenko & Yuliia Korneiko, 2019. "Learning RFL and UFL in Ukrainian Universities: Focus on Arabic Students," Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, Editura Lumen, Department of Economics, vol. 11(4Sup1), pages 257-263, December.
    • Handle: RePEc:lum:rev1rl:v:11:y:2019:i:4sup1:p:257-263
    DOI: https://doi.org/10.18662/rrem/188
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    Citations

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    Cited by:

    1. Yuliia Lushchyk & Luidmyla Pikulytska & Hanna Tsyhanok, 2020. "Core Curriculum for Foreigners’ Language Training in Higher Agrarian Institutions: Correlation with Common European Recommendations," Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, Editura Lumen, Department of Economics, vol. 12(1Sup1), pages 196-212, March.

    More about this item

    Keywords

    RFL; UFL; peculiarities; Arabic students; language skills;
    All these keywords.

    JEL classification:

    • A23 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Graduate

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