DOI: 10.24411/2470-1262-2019-10041


When students start learning any foreign language, and Russian in particular, they experience an avalanche of new language system features: pronunciation and intonation, letters and case endings, verb conjugation and vocabulary, etc. Most of the students’ goal is to speak Russian fluently, to read Russian texts, to understand and to write in Russian. It is a lot to master to achieve these goals, not to mention anxiety. How to build their confidence and an ability to communicate in Russian from the start?

There are multiple approaches to this task. One of the successful ways of doing it is to engage the learners in group presentations: working in groups of 3-4 students, they manage to present their opinion on something that is in their textbook or a video that accompanies the textbook. True, there is not much vocabulary or grammar during their first year of learning Russian. Yet it is sufficient to express their plans for the weekend, for visiting a museum, for ordering their food, etc. After they feel comfortable working with 3-4 classmates for a time, working in pairs will become an everyday activity for them. In the end of each term they can do short presentations on an assigned topic, for example: “What the World Eats”, “Where People Live (their houses, cities, kitchens, bedrooms, etc.) in the World”, etc. They may present their stories, pictures, videos in Russian with an expectation that everyone in the classroom will get interested and ask them questions in Russian. The course site (canvas) is accessible to all students and open for viewing or comments.

Second-year students of Russian are even more eager to do presentations and there are several presentations during the year. The most popular is something resembling show and tell, but it is in Russian and they need to show the object and tell the story behind it. Their presentations are based on the vocabulary and grammar of the course.

In my article I describe different ways of teaching students to make presentations in Russian at all levels, from the Introductory to Advanced.

Keywords: oral skills development, grammar and vocabulary accuracy, language and culture, overcoming anxiety of presenting in public


1.Brooks G. Using oral presentations to improve students’ English language skills. [Online]’_English_language_skills

2.Businger, M. Developing presentation skills in a foreign language with (very) short presentations. In Language Teaching Tomorrow. 2017, pages 1-6

3.Burmistrova K.A., Sputnikova L.V (2014) Obucheije predstavleniju prezentacii na inostrannom jazyke. [Teaching presentations in foreign language] Rossijskiy vnesneekonomicheskij vestnik, 08. 2014. Российский внешнеэкономический вестник. 08.2014, 60-67

4.Gavin Brooks and John Wilson. Using oral presentations to improve students’ English language skills. Humanities review, Vol. 19, 2014, Nishinomiya, Japan. Pages 19-23.

5.King, J. (2002). Preparing EFL learners for oral presentations. Dong Hwa Journal of Humanistic Studies, 4, 401-418

6.Lynch, M. Helping students to develop presentation skills. [Online]

7.Miles, R. (2009). Oral presentations for English proficiency purposes. Reflections on English Language Teaching, 8(2), 103–110.

8.Rakova, A. Overcoming anxiety when speaking Russian. AATSEEL Newsletter, Vol. 52, Issue 4, December 2010

9.Developing Conversational Russian Using Voice Tread Outside of Class. Socio-Cultural and Philological Aspects of Teaching and Research. Kyoto University, Japan, 2014. pp. 507-511.

10.Yuan, F., & Ellis, R. (2003). The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2 monologic oral production. Applied Linguistics, 24(1), 1-27.

Information about the author: Alfia Rakova (Dartmouth, USA) – Research Assistant Professor, Candidate of Philological Sciences Director of the Language Program Department of Russian Language and Literature Dartmouth College Hanover, NH 03755 USA. Email:

For citation: Alfia Rakova, (2019). Student Presentations in the Russian Language Classroom. Cross-Cultural Studies: Education and Science. Vol.4, Issue 1 (2019), pp.129-134(in USA)

Manuscript received: 23/01/ 2019

Accepted for publication: 03/17/2019

The authors have read and approved the final manuscript.

CC BY 4.0