Abstract
Due to the pandemic in the spring of 2020, all educational institutions in China had to organize distance learning. It was crucial to introduce effective teaching methods and to use distance learning technologies. The authors of the article described the way online education was organized during the quarantine semester on the example of teaching Practical Russian grammar at Jilin International Studies University (Changchun, China). The purpose of the research is to describe the three-step process of teaching Practical Russian grammar to foreign students and the way distance learning technologies were used. The teachers organized online classes on Practical Russian grammar using BOPPPS model for lesson planning (five teaching steps: B - bridge-in, O - objective, P - pre-assessment, P - participatory, P - post-assessment, S - summary). Lessons were based on this method and the educational process included three steps: 1) students used Xuexitong application to acquire primary knowledge before the lesson; 2) classroom work was organized through the Xuexitong and DingTalk applications - it was aimed at internalization and expansion of knowledge, the ultimate goal was to develop Russian grammar skills; 3) using Xuexitong and DingTalk applications after the classes, the students improved their grammar and communication skills. In addition, the authors of the article proposed the ways to improve the knowledge assessment system and the entire educational process based on the suggested online learning model. Results and scientific novelty are that a practice-oriented approach to language learning can be implemented on the basis of the proposed teaching method. Such an approach enables students to have constant access to a large number of educational resources and to be promptly informed of any changes, which meets learners individual needs and increases their motivation, self-learning abilities and self-organization. Apart from that, students learn better and improve their oral and written communication skills.
Highlights
Despite the fact that specialists argue about the effectiveness/ineffectiveness of distance learning technologies used in the educational process, they have become an integral part of modern education
There are a large number of recent scientific and methodological studies considering the use of modern telecommunication technologies in foreign language teaching
The researchers focus on the main methodological problems of teaching foreign languages through telecommunications networks (Dmitrieva, 1998) and the ways of teaching foreign language through computer telecommunications (Polat, 1998)
Summary
Despite the fact that specialists argue about the effectiveness/ineffectiveness of distance learning technologies used in the educational process (in language teaching in particular), they have become an integral part of modern education (including teaching Russian as a foreign language, RFL). There are a large number of recent scientific and methodological studies considering the use of modern telecommunication technologies in foreign language teaching (including teaching Russian as a foreign language). Apart from that, methodologists analyze the specifics of independent cognitive activity of students who are involved in online language learning (Elashkina, 2003), the use of the resources of the educational portal in teaching Russian as a foreign language (Rusetskaya et al, 2017), development of interactive RFL materials (Khorokhordina, 2018), etc. There is a qualitative review of recent studies on the use of modern computer technologies in RFL teaching: in their research, the authors focused on the use of innovative technologies in the process of RFL teaching (Manetu Ndyay et al, 2020)
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