ДИДАКТИЧЕСКИЙ И ЛИНГВИСТИЧЕСКИЙ КОМПОНЕНТЫ ПЕДАГОГИЧЕСКОЙ СТРАТЕГИИ ФАСИЛИТАЦИИ НА ОНЛАЙН-УРОКАХ ПО РКИ

Abstract

Within the framework of the leading communicative method of language teaching, the center of the lesson is communication. However, researchers and practical teachers note the specific properties and limitations of the distance form of language teaching, in particular, the format of synchronous online lessons, such as insufficient volume of students’ speech. The article argues for the need to use special pedagogical strategies as a key way to implement a communicative approach in online RFL classes. It describes the main characteristics of the facilitator’s competence in the aspect of RFL training. The concept of pedagogical facilitation strategy is introduced as a way to overcome difficulties in online communication and create a productive communicative environment in an online lesson. Its main components are described: didactic and linguistic, as well as the functional language of the communicative strategy of interaction, which should be learned by students, is presented. The didactic component is illustrated by specific pedagogical techniques within the framework of that strategy, contributing to the formation of a communicative environment. In addition, a list of learners’ language functions and their corresponding language is provided, the teaching of which is necessary for successful interaction in educational synchronous online communication. The article shows first results of a qualitative study aimed at improving the effectiveness of online communication in RFL classes. The research aims to contribute to the digital linguodidactics of RFL and to increase the success of designing a productive educational environment in RFL online learning.