Abstract
The relevance of the problem under study is due to the increasing number of foreign students studying Russian and the need to expand approaches to their education in this area, taking into account the current state of the Russian language, its contextuality and precedence. The article is aimed at identifying the need to distinguish precedent units as a separate discipline for the course “Russian as a foreign language” and the selection of methodological tools that are relevant for this discipline, allowing students to develop speech skills based on the current state of Russian speech. The leading approach to the study of this problem is the method of predictive modeling, which makes it possible to identify the likely advantages of introducing methodological innovations into educational practice. Also, the research methods were a survey with subsequent analysis of the data obtained. The article substantiates the expediency of identifying a separate discipline based on precedent texts for students of Russian as a foreign language, based on the methodological use of educational podcasts. The materials of the article are of practical value for teachers of Russian as a foreign language in higher educational institutions.
Highlights
Modern methods of teaching a foreign language today are aimed at the formation of language competence in the field of speaking, listening, reading, writing, but above all at the linguocultural aspect of language learning, which involves the assimilation of values, customs, traditions of a foreign culture
The article is aimed at identifying the need to distinguish precedent units as a separate discipline for the course "Russian as a foreign language" and the selection of methodological tools that are relevant for this discipline, allowing students to develop speech skills based on the current state of Russian speech
The feasibility of implementing the above idea is reflected in practical work with three groups of foreign first-year undergraduate students of the Russian State Professional Pedagogical University in a total of 90 people, whose main specialization is economics and management and information technology.These groups study Russian language in the format of immersion in the language environment and in organized university courses.All the students participating in the study had B1 language proficiency upon their arrival in Russia.After six months of studying this discipline by foreign students, despite the apparent success, we conducted a survey related to their progress in understanding and using the Russian language.The survey contained the following points:
Summary
Modern methods of teaching a foreign language today are aimed at the formation of language competence in the field of speaking, listening, reading, writing, but above all at the linguocultural aspect of language learning, which involves the assimilation of values, customs, traditions of a foreign culture. Due to the fact that the teaching of successful communication is based on the ability to convey information to the recipient in an acceptable form, and to make it possible to understand words and expressions with national and cultural semantics, cultural and speech facts that are not clear to a non-native speaker of the Russian language. These are the precedent texts that allow the linguistic person to participate more successfully in the communicative act. Karaulov, who distinguished three most important features for determining precedent signs: “significant for a particular person in cognitive and emotional terms;having a supra-personal character, that is, wellknown to the wider environment of a given personality, including her predecessors and contemporaries; texts, the reference to which is renewed repeatedly in the discourse of a given linguistic reality; phenomena (linguistic and extralinguistic), well-known to members of a particular society (from family to national-cultural community), included in the complex cognitive space of communicants ”[12]
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