Pedagogical conditions for teaching the Russian language and Russian culture in African countries (using the example of the Republic of Uganda)

Abstract

Introduction. In connection with the expanding and strengthening of cooperation between Russia and African countries, including in the field of education, the problem of justifying the pedagogical conditions for teaching Russian as a foreign language and the basics of Russian culture for students from African countries seems to be relevant. The development of software and methodological support for the process of learning Russian without immersion in the language environment is significant. The purpose of the study is to substantiate the pedagogical conditions for teaching RCTs and the basics of Russian culture in African countries, as well as to test their effectiveness (using the example of teaching RCTs in the Republic of Uganda). Research methods. The study involved 198 students – schoolchildren and students – from the Republic of Uganda. The main research methods: a test conversation (S. A. Bankova), which was modified for the conditions of the experiment; methodology for ranking motifs (modification of the methodology by R. I. Zurina and A. A. Andreev); methodology of satisfaction with students' own activities; monitoring of students. A non-parametric Pearson chi-square test was used to test statistical hypotheses. Results. Based on a comparative-comparative analysis of empirical data, statistical analysis, positive dynamics and an increase in the values of indicators according to cognitive, motivational and practical criteria (χ2 = 9,943; p<0,05) were established. The data indicate an increase in the level of formation among students of competencies in the field of the Russian language and Russian culture. Reasonable pedagogical conditions – modeling the learning process, software and methodological support of the learning process and updating the interaction of educational and extracurricular activities of students – contributed to the effectiveness of teaching the Russian language as a foreign student from the Republic of Uganda without immersion in the language environment. Conclusion. The results of the study can be used in teaching the Russian language as a foreign student from African countries. The reasonable pedagogical conditions of the process of teaching the Russian language as a foreign and Russian culture contribute to the theory and methodology of teaching the Russian language as a foreign language.