MULTILEVEL BLENDED LEARNING MODEL OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE IN HIGHER SCHOOL

Abstract

Purpose of the study: The paper’s objective is to identify and test the possibilities of teaching Russian as a foreign language in a university in the format of blended learning. Methodology: This study used a variety of methods of scientific and pedagogical research: systematic structural analysis, synthesis, work with research papers, the generalization of experience and experimental work, observation, etc. The study took place in Peter the Great St. Petersburg Polytechnic University. Russian as a foreign language blended course was designed and introduced into the educational process. To analyse the success of the proposed model online surveys, linguistic tests, and individual face-to-face interviews were conducted. Main Findings: Russian as a foreign language blended learning model is a powerful tool to influence language learners and help them to achieve better results. It allows adapting the traditional learning process to the individual characteristics of students; to improve the operations of comprehension, application, and analysis when dealing with new educational material; to make the learning process more flexible and to use meaningful communicative activities instead of drills. Applications of this study: The material of the study can be useful for university Russian as foreign language teachers and students and a wide range of readers interested in a new developing and innovative way of foreign language learning in a higher educational institution. Novelty: The issues of Russian as a foreign language blended learning and teaching have not been studied enough. In this paper, we designed a multilevel blended learning model of teaching Russian as a foreign language in higher school. We introduced it into the educational process taking into account the practice and peculiarities of teaching Russian as a foreign language.