This study compared the uses of emotion vocabulary in narratives elicited from monolingual speakers of Russian and English and advanced American learners of Russian. Monolingual speakers differed significantly in the distribution of emotion terms across morphosyntactic categories: English speakers favored an adjectival pattern of emotion…

The present study reports on the evidence of first language (L1) attrition in a population that may appear to be the most resistant to L1 changes. Russian monolinguals (n=3) and Russian-English bilinguals (n=10) participated in the study. The bilinguals were graduate students teaching Russian as a foreign language at a U.S. university. The data…

Evaluates alternative methods of teaching "troublesome" Russian verbs in present and future tenses. Approaches to finding consistent and simple methods of explanation are discussed. Two techniques include memorizing the third person plural and infinitives, or memorizing the single form (the single-stem system). Problem verbs and their stems are…

Study attempts to compare occasional glosses, standard translations, and word-for-word translations as aids to reading by assessing their effect on reading comprehension and syntax acquisition. Results show parallel translations to be of some value for learning syntax and comprehension and standard translations are superior to literal translations…

Describes a study designed to challenge the theory that the initial phase of instruction in foreign language should be based on intensive oral practice. (PMP)

The Center for Slavic and East European Studies at Ohio State University conducts outreach programs with area high school Russian departments. Workshops and programs deal with teaching materials, methods and techniques, public relations, goals, and articulation with colleges and universities. (CHK)

Discusses the job situation as it is at the present time for speakers of Russian and suggests ways in which increased trade activity between the United States and the Soviet Union will result in more job opportunities in the future. (Author/CLK)

Discusses the possibility of anxiety in response to foreign- or second-language reading. Introduces the construct of foreign-language reading anxiety, offers a scale for its measurement, and reports on a preliminary study of reading anxiety in 30 intact first-semester classes of Spanish, Russian, and Japanese. (VWL)

Presents findings from a study that established a series of criteria for assessing the equity of gender representation in foreign-language textbooks, applied the criteria to a number of Russian textbooks to compare them on a basis as a case study, and considered the criteria as a basis for the examination of gender representation in…

This article compares previous language gain studies in foreign languages with new data on language gain in the instructed second language acquisition of Russian. The acquisition of listening, reading, speaking, and writing proficiency shows a significant correlation not only with hours of classroom instruction in immersion and nonimmersion…

Evaluation of the Russian oral and written proficiency of third-year university students (N=9) suggested a clear relationship between the students' initial oral proficiency ratings and the grammatical accuracy of their written compositions; the lower a student's oral proficiency rating, the greater the average number of written mistakes, and vice…

Analyzes representative texts now in use in undergraduate Russian instruction, and seeks to stimulate investigation of texts which may have been overlooked in this survey. (AM)