СИТУАТИВНО-ТЕМАТИЧЕСКИЕ ЗАДАНИЯ НА ЗАНЯТИЯХ РУССКОГО ЯЗЫКА КАК ИНОСТРАННОГО

Abstract

The main task of learning Russian as a Foreign Language is the formation of communicative competence. During each lesson, the teacher stimulates the speech activity of students by different means. The situation as a category of teaching methodology forms the basis of communication organization when teaching Russian as a Foreign Language, and the process of teaching speaking is based on the continuous change of various speech situations. Situational-thematic tasks are an effective way to motivate speech activity, the formation and development of speech skills. With their help, you can interest students, focus their attention on specific problems, prepare them for creative perception of the material being studied. Situational-thematic tasks allow you to get closer to the real conditions of communication, to form the necessary skills for the implementation of communicative intentions in speech situations, to work out speech situations at different stages of learning Russian as a Foreign Language. Returning to the topics covered contributes to the actualization of the studied speech and grammatical patterns and vocabulary on other topics, corresponds to the principle of cyclical learning process, which consists in the transition from quantitative accumulation of knowledge to qualitative transformation of the state of readiness of the student to solve educational tasks at a new level of complexity. This approach accelerates the socio-cultural adaptation of foreign students, increases motivation to learn the Russian language, makes classes more diverse and contributes to the formation of communicative competence. The effectiveness of situationally thematic tasks depends on their compliance with certain criteria (relevance of the topic, targeting, connection with real situations, etc.). The execution of tasks should be preceded by an analysis of the components of the situation. Gradually, situational-thematic tasks should become more complicated: the problem posed may involve several solutions, not only typical. The content of the task should stimulate the analysis of the situation, on the basis of which conclusions are drawn, personal opinion is expressed, a position is built in relation to the problem posed.