Лингвокультурная специфика преподавания русского языка как иностранного в группах иностранных военнослужащих из Вьетнама

Abstract

The current research aims at identifying the linguistic and cultural specific characteristics of teaching Russian as a second language (RSL) in groups of Vietnamese students who are studying at Russian military educational institutions. The research implies the analysis of such linguocultural aspects as social and cultural environment, religion and the chosen professional sphere of the students. The methodology includes linguocultural analysis, as well as empirical and comparative approaches. As a result, it has been established that taking into account linguocultural specific characteristics in teaching RSL enables to adapt the methods which can dramatically increase the effectiveness and efficiency of learning the language. Teaching Russian to Vietnamese military students should imply no clear distinction between lexis and grammar; instead, a complex approach through studying structures proves to be more efficient. Working with the texts related to the military sphere can also motivate students to cover new language material independently. Vietnamese students find it especially difficult to use the already learnt material in spontaneous speech, therefore it is necessary to attain quality in all aspects of language activity. New vocabulary units should be introduced in small portions and added to the familiar material on a step-by-step basis. Consistent, clear and intelligible presentation of the material plays the key role in teaching the Russian language to Vietnamese students. Teachers should refrain from criticism and negative emotions so as not to alienate the students. On the elementary level, learning basic structures by heart until they are used automatically in speech and writing, appears especially efficient. Only after attaining full and clear comprehension of the language material, it is worth moving further to the next stage. Vietnamese students need more time to master the given material, therefore the best strategy is to work through all the difficulties at the current stage instead of later going back to the material that has been covered but not consolidated at the time.