Pensum/l?ringskrav: andre spr?k

Kinesisk

Bai, Jianhua 1996. Some Thoughts on the Notion of 'Better Methods'. Journal of the Chinese Language Teachers Association 31/2, s. 73-86. 10 sider.

Lu, Shengjie. 2011. Using Tasks Effectively to Teach Chinese as a Foreign Language to College Students in the U.S.A. Master Thesis, Seton Hall University. Kap. I.1 (The Current Challenges and Difficulties of Teaching Chinese in American Colleges), I.2 (Task-Based Language Teaching (TBLT)), s. 2-18. Kap. III. 2 (Detective Story) og III.3 (Blog Discussion: The Issue of Opening Starbucks at the Forbidden City), s. 52-65. Kap. IV.3 (The analysis of¡­), s. 78-85. Totalt 43 sider.

Ye, Lijuan 2011. Teaching and Learning Chinese as a Foreign Language in the United States. To Delay or Not to Delay the Character Introduction. Kap. 1 (Introduction) og 2 (Review of literature). Applied Linguistics and English as a Second Language Dissertations. Paper 21. Georgia State University. Totalt 35 sider.

Wang, Jing & Leland, Christine H. 2011. Beginning students' perceptions of effective activities for Chinese character recognition. Reading in a Foreign Language 23/2, s. 208-224. 17 sider.

Japansk

Benati, Alessandro G. 2009. Japanese Language Teaching. A Communicative Approach. London: Continuum International Publishing Group. Kap. 1, 3 og 5.

Italiensk

Balboni, P.E. (2013). Fare educazione linguistica. Insegnare italiano, lingue straniere e lingue classiche. Utet, Novara: s. 95-142.

Mezzadri, M. (2003). I ferri del mestiere. (Auto)formazione dell¡¯insegnante di lingua. Guerra edizioni, Perugia: s. 115-179.

Caon, F.(2008). Educazione linguistica e differenziazione. Gestire eccellenza e difficolta¡¯. Utet, Torino: s. 131-132.

Russisk

Thomas J.Garza. (Un)chained Melodies: Russian Music Videos in Web-Based Language and Culture Instruction. 17 sider.

Om bruk av skj?nnlitter?re tekster i russiskundervisning: §ª§â§Ú§ß§Ñ §±§à§á§Ñ§Õ§Ö§Û§Ü§Ú§ß§Ñ. §·§å§Õ§à§Ø§Ö§ã§ä§Ó§Ö§ß§ß§í§Û §ä§Ö§Ü§ã§ä §ß§Ñ §Ù§Ñ§ß§ñ§ä§Ú§ñ§ç §á§à §â§å§ã§ã§Ü§à§Þ§å §ñ§Ù§í§Ü§å §Ü§Ñ§Ü §Ú§ß§à§ã§ä§â§Ñ§ß§ß§à§Þ§å. I T§Ö§à§â§Ú§ñ §Ú §á§â§Ñ§Ü§ä§Ú§Ü§Ñ §á§â§Ö§á§à§Õ§Ñ§Ó§Ñ§ß§Ú§ñ §â§å§ã§ã§Ü§à§Ô§à §ñ§Ù§í§Ü§Ñ §Ü§Ñ§Ü §Ú§ß§à§ã§ä§â§Ñ§ß§ß§à§Ô§à. §£§â§à§è§Ý§Ñ§Ó 2012. S. 136 ¨C 144. 9 sider.

Om bruk av eventyr i russiskundervisning: §´§Ñ§ä§î§ñ§ß§Ñ §º§Ú§Ý§î§Ü§à. §¯a§â§à§Õ§ß§Ñ§ñ §ã§Ü§Ñ§Ù§Ü§Ñ §Ó §á§â§à§è§Ö§ã§ã§Ö §à§Ò§å§é§Ö§ß§Ú§ñ §â§å§ã§ã§Ü§à§Þ§å §ñ§Ù§í§Ü§å §Ü§Ñ§Ü §Ú§ß§à§ã§ä§â§Ñ§ß§ß§à§Þ§å. I §´§Ö§à§â§Ú§ñ §Ú §á§â§Ñ§Ü§ä§Ú§Ü§Ñ §á§â§Ö§á§à§Õ§Ñ§Ó§Ñ§ß§Ú§ñ §â§å§ã§ã§Ü§à§Ô§à §ñ§Ù§í§Ü§Ñ §Ü§Ñ§Ü §Ú§ß§à§ã§ä§â§Ñ§ß§ß§à§Ô§à. §£§â§à§è§Ý§Ñ§Ó 2012. S. 169 ¨C 177. 9 sider.

Valentina Kuruts. ?Russisk po Blindern?: et eksperiment for effektivisering av  innl?ringsprosessen i russisk tale ved bruk av internettressurser i nybegynnerundervisningen for norsktalende studenter. Masteroppgave. 2013, UiO. s. 6 ¨C 13, s. 16 ¨C 26, s 41 -   42 (§±§â§à§Ô§ß§à§Ù§Ú§â§å§Ö§Þ§í§Ö §ã§Ý§à§Ø§ß§à§ã§ä§Ú §à§Ò§å§é§Ö§ß§Ú§ñ §Ô§à§Ó§à§â§Ö§ß§Ú§ð §ß§Ñ §â§å§ã§ã§Ü§à§Þ §ñ§Ù§í§Ü§Ö),  s. 73 ¨C 80, 90 ¨C 92, s. 98 ¨C 99.  33 sider.

Ya.K. Abramova. Audiovisual Method in Teaching Russian Syntax for foreign learners at the beginning stage.  §£§Ö§ã§ä§ß§Ú§Ü, 2013, # 3. 3 sider.

D. Milyaeva. Interactive learning as a form §àf cognitive activity management of foreign language learners §Ñt the beginning stage. §£§Ö§ã§ä§ß§Ú§Ü 2013, # 3. 3 sider.