1960

Graduated from the Faculty of Philology, Moscow State University (MSU) with a degree in “Russian language”.

1960 - 1968

Worked as a teaching assistant at the Russian Language Department, Patrice Lumumba Peoples’ Friendship University (UDN), currently Peoples' Friendship University of Russia (RUDN).

1968 - 1972

Pursued her PhD degree at the Russian Language Department, MSU.

1972 - 1974

Worked as an adjunct lecturer at the Russian Language Department, School of Foundation Studies, UDN.

1980

Defended her PhD (Philology) thesis entitled “Syntagmatic Division of a Narrative Sentence (Intonation-semantic Analysis)” majoring in Russian language.

1974 - 1987

Worked as a senior lecturer at the Russian Language Department No. 2, School of Foundation Studies, UDN, and as an associate professor from 1981.

1984

Was awarded the academic title of Associate Professor at the Russian Language Department.

1987 - 2017

Served as the Head of the Russian Language Department No. 2, School of Foundation Studies, UDN (hereinafter referred to as the Faculty of Russian Language and General Educational Disciplines, RUDN). 

1994

Was elevated to a full professor at the Russian Language Department.

2000

Was included in Bibliography of the American Biographical Institute (Board of Directors, Governing Board of Editors and Publications Board of the American Biographical Institute). 

2002

Received the title "Honorary Worker of Higher Professional Education of the Russian Federation".

2006

Honored with a Diploma by the All-Russian Exhibition Center for the development of a training manual for teaching Russian as a foreign language. The manual includes the textbooks “The Russian language is my friend. Elementary and basic levels” and “The Russian language for you. First certification level”.

2008

Awarded with the Certificate of Honor by the Russian Ministry of Science and Education.

2010

Successfully defended her EdD thesis entitled “Formation of a Russian Phonetic Culture in a Foreign Specialist manual in the System of Russian Professional Education.” 

2017 - present

Professor at the Russian Language Department No. 2, Faculty of Russian Language and General Educational Disciplines, RUDN.

2017

Was awarded the “Catherine Ivanovna Motina Medal” for her contribution to the spread of the Russian language and Russian literature.

Teaching

Holds practical classes for foreign students, post-graduates and RUDN resident doctors on the following disciplines:

  • Russian as a foreign language;
  • Practical phonetics of the Russian language as a foreign language.

Author of monographs, programs, textbooks and study guides:

  1. Novikova N., Shustikova T. Russian Grammar in Tables and Diagrams. Learning Guide for Foreign Students. 6th edition revised and enlarged. Moscow, Russian language. Courses, 2019. 176 p.
    This learning guide is a reference book in which phonetic, grammatical and lexical-grammatical materials are presented in a concise and convenient way. The grammatical system of the Russian language is presented as tables, and is very illustrative, as simple and clear as possible. Each table comes with examples.
    https://www.elibrary.ru/item.asp?id=21737742&
  2. Shustikova T. An Integrative Approach to Teaching Russian language for Foreign Students. Russian as Foreign Language (pre-university training phase). Collective monograph. Moscow, RUDN, 2019, p. 391-394.
    The paper deals with some issues on modern Russian methods of teaching the general knowledge of the Russian language for foreign students at the pre-university stage. The effectiveness of an integrative approach to teaching based on multicomponent educational and methodological manuals “Russian is My Friend” and “Russian for You” is confirmed. The article focuses on inter-aspect interaction during formation of communicative-speech skills in various types of speech activities in the academic sphere of communication at the pre-university level.
    https://www.elibrary.ru/item.asp?id=32566034
  3. Shustikova T., Atabekova А., Kurmaieva N., Novikova N., Skorokhodov M. Russian Verbs: Forms and Contextual Use. 16th edition, revised. Moscow, Nauka-Flinta, 2019. 391 p.
    The book helps the reader to master the verb system of the Russian language at the primary and secondary stages of education. It contains about 530 pairs of verbs used in general literary, colloquial, official and social journalistic styles of speech. Verbs are translated into French, English, Spanish and German, which allows for its use as a self-study guide. For the same purpose, the book includes the “Test yourself” self-study sections. The book is also suitable for a wide range of people studying and teaching Russian as a foreign language at the primary and secondary stages of study.
    https://search.rsl.ru/ru/record/01008943616
  4. Rosanova S., Shustikova T. Lexical Difficulties in Learning Russian. Learning Guide for Foreigners Studying Learning Russian. 4th edition. Moscow, “Flinta, Nauka”, 2017, 178 p.
    This learning guide is intended for foreign students studying the Russian language at the basic and first certification levels of general proficiency. The content of the tasks is consistent with the Russian language program material and the State standard for this level of training. The guide can be used at next certification levels as a self-study material for students.
    https://www.flinta.ru/book.php?id=743
  5. Shustikova T. Linguistic and Communicative Potential of Introductory Phonetic and Grammatical Course (Russian as a foreign language). Chapter 8. P. 269-288. Collective monograph. International pedagogical readings. Methods of teaching Russian as a Second Language: history, current state, future development. 2nd edition. Editor-in-Chief Balykhina Т. Moscow, RUDN, 2017, 392 p.
    The monograph includes materials from the International Pedagogical Readings “Methods of Teaching the Russian Language (as a Foreign Language, as a Second Language): History, Current State, Future Development” dedicated to the 50th anniversary of the Faculty of Advanced Training for Teachers of Russian as a Foreign Language, RUDN (1967-2017). The theme of the anniversary is connected with the scientific and methodological aspects of the work of the Faculty of Advanced Training for Teachers of Russian as a Foreign Language. The first section presents the Schools of the Faculty. The other five sections summarize the experience of teaching Russian as a foreign language and as a second language in Russia and abroad. The authors discuss general and specific issues of teaching methods for foreigners. The readings were held in January-June 2017 and traditionally brought together participants from different cities of Russia and foreign countries. The work is intended for a wide range of specialists.
    https://www.elibrary.ru/item.asp?id=30683518  
  6. Iesina Z., Ivanova А., Sobolieva N., Sorokina Ye. Shustikova T. et. al. Linguo-Didactic Program in Russian as a Foreign Language. Elementary level (А1). Basic level. (А2) First certificate level (В1). 2nd edition updated and revised. Moscow, 2017, 186 p.
    This program is intended for teachers of Russian as a foreign language, as well as for philological students. It serves as a regulatory document. It can be used to create textbooks, training manuals and dictionaries. The program is a description of the content of teaching Russian as a foreign language, taking into account the functioning of the language in the social, socio-cultural, educational and professional spheres of communication in accordance with the “Requirements for Russian as a Foreign Language”.
    https://www.elibrary.ru/item.asp?id=27513499 
  7. Shustikova T., Gordienko I., Atabekova А., Bolshakova N., Kulakova V. et al. Russian Language for You. First certificate level. eds. Shustikova Т. and Kulakova V. 7th edition, revised and corrected. Moscow, RUDN, 2017, 320 p.
    The textbook is addressed to persons studying Russian as a foreign language. Its content meets the requirements of existing regulatory documents, particularly the “Linguistic Program on Russian as a Foreign Language” (Moscow, 2010). The textbook is divided into two parts. The first part includes training texts and assignments in which basic grammatical material and vocabulary of this level of training are used. The second part contains an explanation of grammar material and practical exercises. A fundamentally new feature is the introduction to the proposed textbook of the section “Welcome to the Internet” (authors A. Atabekova, T. Shustikova), which contains the addresses of the educational site http://www.linguarus.com (authors M.I. Petrova, T.V. Shustikova) and those sites containing the material necessary for linguistic and cultural purposes of education. The textbook was prepared at Russian Language Department No. 2, Faculty of Russian Language and General Educational Disciplines.
    https://elibrary.ru/item.asp?id=26025785
  8. Shustikova T. Infocommunication Technologies in the Process of Formation of the Russian Phonetic Culture in a Non-native Speaker. International Pedagogical Readings. “Interactive Methods of Teaching Russian and Foreign languages”. Collective monograph, under general editorship of Balykhina Т. Moscow, RUDN, 2016, p. 185-195.
    The collective monograph includes materials from the International Pedagogical Readings “Interactive Methods of Teaching Russian and Foreign Languages” held in February-October 2016 by the Advanced Training Faculty for Teachers of Russian as a Foreign Language. The main issues are related to the theory and practice of interactive teaching methods. A variety of techniques, means, teaching tools using interactive methods are presented. The authors summarize the experience of teaching Russian as a native language, as a second language, as a foreign language, associated with interactive methods of teaching vocabulary and grammar, phonetics, listening and speaking, reading and writing. The uniqueness of the monograph lies in the fact that, along with famous teachers, philologists, great scientists, including academician, doctors of sciences, heads of departments, deans and professors of leading universities in Russia and other countries, the authors are ordinary teachers, school teachers, rural educators from remote areas. The collective monograph will be useful to a wide range of specialists.
    https://www.elibrary.ru/item.asp?id=29152207
  9. Shustikova T., Kulakova V., Karpus L., Smirnova S., Atabekova А. et. al. Russian Language is My Friend. Basic level. Russian Language Textbook for Foreign Students. Ed. by Shustikova Т. and Kulakova V. 6th edition, revised and corrected, Moscow, RUDN, 2016, 852 p.
    The textbook is intended for foreign students beginning to study Russian language. Its content meets the requirements of existing regulatory documents, particularly the “Linguo-didactic Program on Russian as a Foreign Language” (Moscow, 2010). It is designed for 300-350 hours and consists of an introductory phonetic and grammatical course, where letters, sounds, stress and intonation of the Russian language and the main course are discussed in detail. The first part of the main course is devoted to the study of the prepositional-case system of singular nouns, adjectives, pronouns and numerals; the temporal system of the Russian verb. The second part considers the plural of nouns, adjectives, pronouns and numerals. The presented material is universal - it does not take into account the comparative analysis of the Russian and native languages of students. Students are encouraged to work independently on the Internet using sites that correspond to the lexical and grammatical topic being studied. The book introduces a section called “Work on the Internet”. The textbook was prepared at the Russian Language Department No. 2, Faculty of Russian Language and General Educational Disciplines, RUDN
    https://search.rsl.ru/ru/record/01002407807 
  10. Shustikova Т., Voronkova I., Gurova О., Zhurkina N., Karpova Yu., Khamgokova N., Shorkina Ye., Teaching Speech Communication in the Educational and Scientific Field. Medical and Biological Profile. First certification level. In 2 parts. Part 1. Learning guide. Ed. by Shustikova T. and Shorkina Ye. 2nd edition revised and corrected edition. Classification code of ERO in study field 050100 “Pedagogical education”. М.: RUDN, 2015, 201 p.
    The guide is intended for teaching Russian language for foreign medical students at the pre-university level. Its goal is to enable students to acquire linguistic skills in the field of educational and scientific profile-oriented communication. The course is based on texts on general biology and anatomy. Selection and organization of lexicogrammatical material and the system of exercises offered provide the interconnected development of skills and abilities in all types of speech activity: listening, reading, speaking and writing. The guide consists of two parts, the first of which includes 5 lessons, the second - 4 lessons. The guide is a part of the educational and methodological manual for teaching speech communication in the educational-scientific, professionally oriented sphere. It serves as a continuation of the guide “Russian language for the future specialist. Introductory linguistic course” (M., 2009, 2013), created within the framework of the state innovative project “Education” in 2007-2008.
    https://elibrary.ru/item.asp?id=26019388

Science

  • One of the founders of the RUDN phonetic school, based on separation of the practical phonetics of Russian language into a separate aspect of teaching Russian as a foreign language. The introductory phonetic and grammatical course is considered as self-sufficient and lays the phonetic foundation for building a lexical-grammatical base. Teaching Russian pronunciation for foreign students at the initial level of studying Russian as a foreign language should be nationally oriented whenever possible.
  • Gave scientific credence to the linguo-didactic system of formation of a Russian phonetic culture in a non-native speaker (i.e. a native speaker of a foreign language) as a fundamentally significant component of the success of intercultural communication. Identified the conditions for teaching Russian as foreign language for the formation of a Russian phonetic culture in a foreign language speaker.
  • Scientifically justified the principle of complexity as leading in importance in the formation of the Russian phonetic culture in a non-native speaker: demonstrated that (1) sounds + (2) stress and rhythm + (3) intonation should be studied as a single complex.
  • Substantiated and implemented the ideas of complexity and aspect in teaching Russian as a foreign language at the pre-university level of training – created multicomponent educational and methodological manuals for teaching Russian as a foreign language. The communicative-activity and conscious-practical aspects of the socialization of foreign students are in the center of learning.
  • Justified and implemented the principles of constructing a modern universal Russian language textbook for foreign students and a system for teaching Russian phonetic culture: from setting-up exercises that consistently form the articulatory and perceptual base of a foreigner, to natural-communicative exercises simulating the characteristic features of the sound of speech in the target language in real communication, or aimed at their reproduction or modification.
  • Developed the foundations for intensive teaching of Russian as a foreign language for intercultural communication in everyday and socio-cultural spheres at the initial level of teaching foreigners. The methodology used English and French as intermediary languages.
  • Together with researchers from the Institute of Russian Language at the USSR Academy of Sciences and the Saratov State University, studied phonetics and intonation of Russian colloquial speech as part of the scientific group of the UDN. Based on the project results, a dictionary entitled “2380 Words Most Commonly Used in Russian Colloquial Speech” was published (1968).
  • Substantiated and concretized an integrative approach to teaching prospective foreign students Russian language. The approach is used to integrate, differentiate and individualize the process of formation of a sounding speech in a foreign speaker. She applied an approach to teaching prospective foreign medical and biological students studying at a Russian higher school.

Scientific interests

  • Sounding Russian speech: interaction of the phenomena of language levels;
  • Text as an object of description and teaching;
  • Russian phonetic culture in non-native speakers: linguo-didactic aspect;
  • Russian as a foreign language: linguo-didactic description and teaching;
  • Language comparison for educational purposes;
  • Educational and methodical manuals for studying Russian as a foreign language;
  • Teaching verbal communication in the educational and scientific sphere: development of foreign language cognitive and communicative skills;
  • Infocommunication technologies in teaching Russian as a foreign language.
The paper explores the TED talks didactic potential for university-based interpreters' training. The article strives to map the research within the contemporary vision of TED Talks and Interpreting Industry needs. The research explores academia and industry attitudes to TED Talks status in education and tries to check the preliminary hypothesis that there might be positive and questionable aspects of integrating Ted Talks technology into interpreter's training. The analysis aimed to explore the relevance of TED Talks integration into interpreters' training. The research combined theoretical and empirical studies, included students’ experimental training with the resource under study inclusion in educational aids and students' survey on the resource usefulness for their learning. The analysis revealed the connection among such variables as students' academic progress, their origin and metropolitan/local background. The cluster and discriminant types of analysis were implemented to shape the picture on TED Talks positive and questionable didactic aspects regarding interpreter training. The SPSS was used for data processing. The findings have made it possible to underline the importance of thinking over reasons, conditions and techniques before integrating TED Talks into interpreters' training thus paying just a kind of tribute to a fashionable technological resource. The experimental training with use of TED Talks confirmed its didactic potential. The survey results revealed concrete pluses in terms of the source contents. The research showed that TED Talks as a training tool can be of use for the Interpreting Industry though students did not mention creativity and innovation as positive aspects of the resource under study.
The paper explores the current state of affairs in the language service providers’ attitude and practice regarding the digital tools potential for language and culture mediation with refugees. The issue is considered from the angle of interpreters’ awareness of and competency in using up-to-date electronic tools to support refugees’ language rights in emergency settings in general and at the border crossing points and temporary settlements, in particular. The current importance of the research rests on the global migration tendencies that map a lot of challenges for cross cultural communication with forced migrants and refugees. The paper aims to explore the language service providers’ competence and their aptitude to use digital tools for interpreting in diverse settings, including those related to migration contexts, oral human interaction and language mediation at the border crossing points, in particular. The empirical analysis aims to explore specific preferences and benefits that various tools provide for an interpreter. The research results lead to the list of recommendations to both Academia and Language Service Providers to enhance the timeliness, scope, adequacy and quality of their activities with a view to fostering cross-cultural communication efficiency in emergency settings.
The article tries to explore language issues within the multifaceted phenomenon of forced migration. The study stood on qualitative research paradigm, followed the critical instance case study and inductive approach as the topic under study has no comprehensive structured knowledge. Integrated techniques (grounded theory, content analysis, thematic analysis) were applied to make sense of the random sampling data and produce qualitative interpretations. The research goal is to identify audiences and actors for whom language issues can be relevant within the complex phenomenon of refugee flows and how the above audiences and actors address the language issues within their experiences and roles related to the phenomenon thereof. Research materials included empirical data from a variety of sources, experience of the actors, analysis of reports and documents, etc., that are available for the public in open access mode. The research findings led to the conclusion that the agenda on durable solutions to forced migration from South to North should consistently incorporate language issues and requires structural vision thereof. Concrete recommendations and pathways were offered to fulfil the above.
Unscheduled migration has become one of the challenges during the recent period. Among other issues a question of migrants’ language management arises as language rights stand among fundamental human values and are subject to major international legislation. The research aims to map and compare major institutional actors’ goals and instruments the stakeholders use to implement the language management within the contexts under study. The materials include open-access official documents of the UNO, EU governmental bodies, international NGOs, national governments, local NGOs briefs and documents that contain reference to language policy and language issues management within the mentioned contexts. Methodology grounds on interdisciplinary paradigm, integrates qualitative and quantitative approaches, uses computer- assisted content analysis of the mentioned documents, cluster and discriminant analysis. The research results in identifying core categories and their distinctive factors regarding language management as theoretical and applied phenomenon, language management major actors, their vision, strategic goals and instruments that they use to manage language policies regarding the target audiences and contexts. The research relevance is related to the status specification of language management and its implementation within humanitarian, political, social dimensions at both international and national levels.
The article deals with the formation of linguistic and communicative competencies of foreign students of the pre-university stage of medical and biological profile. The "Introductory linguistic-subject course of the Russian language" is presented. This course is the first part of the educational and methodological complex "Russian language for the future specialist" for teaching speech communication in the educational and scientific field. The complex consists of 14 components. The complex implements an integrative approach to teaching students the Russian language in accordance with the objectives of the continuity of education at the preparatory and medical faculties of the university.
Classroom time alone is not enough to successfully master the Russian language, understand the Russian culture, and integrate foreign students into the life of a modern metropolis. Social and cultural adaptation of foreign students is boosted through planned and purposeful extracurricular work, which is an important component of the entire educational process and is subordinated to the general goals of education and upbringing of students.
The current importance of the research stems from the fact it identifies the reasons regarding translators' and interpreters' attitudes towards math tools and methods in their training program curriculum, and there has been no previous research on the topic. Another point to be mentioned in this regard is that research data and findings contribute to the overall significance of reliability, validity, and objectivity of the measurement and interpretation of the data within the landscape of multifaceted Humanities studies in general, and theoretical and applied aspects of professional activities in the field of Translation and Interpretation, in particular. The goal of the research is to explore the attitudes to the above-mentioned tools and methods as part of academic curriculum regarding Russian graduates of Master's programs on Translation and Interpretation. The research results confirmed the hypothesis that graduates' attitudes to mathematical tools and methods in general and to the respective module inclusion in the University-based translator and interpreter' training in particular depend on the two following factors. First, it is the quality of MA program students completed in terms of the program module/course on math tools and methods for translation studies and second, graduates' working requirements. The research significance derives from the confirmed importance of the curriculum that should integrate research, math tools, technology and employers' requirements. Moreover, the research specified the above curriculum particular requirements regarding translators and interpreters.
The article suggests a method for using Russian feature films to form the communicative competence of foreign students studying Russian. The authors aim to show how the emotionally rich material of feature films, included in the educational process, creates positive motivation for students in mastering a foreign language, and Russian as a foreign language as well. Motivational activity contributes to the achievement of a high level of mastering the language studied. The results of the experimental study confirm the effectiveness of the proposed model of teaching. Complex work with the material of feature films contributes to the sociocultural and linguo- culturological adaptation of foreigners in the Russian-speaking environment in various spheres of communication. The originality of the concept of teaching Russian as a foreign language, presented in the article, consists in the fact that it is proposed to use modern Russian films, including topics that are attractive in subject matter and general content for the youth student audience. The novelty of the linguo-didactic concept is that attention is focused on the development of the Russian phonetic culture of speech of an inophone on the basis of songs, creating moral, ethical and artistic potential of the film along with other factors. Keywords: Russian as a foreign language, feature film, student, music, song, motivation, emotion, competence, communicative competence, adaptation, linguo-didactic system.