Abstract
The aim of the study was to conduct a comparative analysis of the grammatical systems of the Russian and French languages to identify significant differences that must be taken into account when studying Russian as a foreign language (RFL), and to offer a series of exercises aimed at preventing important errors in students’ speech from a communicative point of view. Comparing the systems, we compiled a list of grammatical features of the French language that affect the productive mastery of the Russian language, and offered examples of exercises aimed at preventing mistakes. A study of the effectiveness of the use of exercises was held at the Omsk Tank-Automotive Engineering Institute from 2016 to 2019 (in total, 50 students took part in the experiment). The learning outcomes allow us to talk about the prospects of considering the characteristics of the native language of cadets in teaching Russian as a foreign language.
 Keywords: Francophones, French speakers, Russian as a foreign language, methods of RFL, technology of national language orientation, lingua franca
Highlights
Selection and Peer-review under the responsibility of the 4th СTPE 2019 Conference Committee.The problems of teaching Russian as a foreign language are increasingly being raised in modern pedagogy and linguodidactics.The communicative approach is emphasized [1, and, in addition, it is true
The best way to optimize the mastery of Russian as a foreign language
The purpose of the study was to identify a number of phonetic and grammatical features of the French language, because of which francophone students are inclined to make mistakes that are significant from a communicative point of view when mastering Russian as a foreign language (RFL), and to propose exercises aimed at preventing these errors
Summary
Selection and Peer-review under the responsibility of the 4th СTPE 2019 Conference Committee.The problems of teaching Russian as a foreign language are increasingly being raised in modern pedagogy and linguodidactics.The communicative approach is emphasized [1, and, in addition, it is true. Selection and Peer-review under the responsibility of the 4th СTPE 2019 Conference Committee. The problems of teaching Russian as a foreign language are increasingly being raised in modern pedagogy and linguodidactics. The communicative approach is emphasized [1, and, in addition, it is true. Teachers introduce new forms and methods of mastering the material, which makes it possible to teach the most important thing ---communication in a foreign language. One should not forget that the basis of the language is grammar. We do not call for a return to mastering the grammar system for the sake of knowledge of cases, numbers, etc. The best way to optimize the mastery of Russian as a foreign language
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