Abstract
The topicality of the article is determined by the need for systemic analysis of the structure and content of the modern communicative field, which not only defines the character of functioning of literary Russian language as a subject of study, but also triggers the formation of new mechanisms of acquiring knowledge. The aims of research are to identify and provide a scientific description of psychological and pedagogical components of linguodidactic strategy in Russian universities as a basis for multidimensional model of teaching Russian as a foreign language at the beginner stage. The methodological concept of the work is based on combining methods of complex theoretical description as well as socio-pedagogical, observational and diagnostic research, extrapolated to real educational process at the preparatory faculty. The article identifies the topical features of the initial stage of teaching Russian as a foreign language, describes modern principles and basic conditions for effective teaching Russian as a foreign language at the initial stage, classifies basic factors determining linguistic and methodical vectors of pedagogical activity at the stage of speech adaptation , and denotes the vector of linguodidactic technologies and their components, focusing on students’ cognitive/communicative/axiological expectations. The results of the study and approbation of new methodological guidelines indicated that the proposed linguistic and methodical strategy ensures dynamic development of foreigners’ cognitive and creative abilities to self-education, which can form students’ multilingual and multicultural personalities.
Highlights
Current sociopolitical and socioeconomic processes naturally dictate the need to create a new linguistic educational paradigm, which is especially significant for the most important sphere of intercultural dialogical contact – the sphere of teaching Russian as a foreign language
In modern linguo-pedagogical paradigm it is sensible to single out the stage of speech adaptation, aimed at the formation of students’ speech and language competence to an extent that enables them to communicate in Russian in regularly replicated situations in educational, social and cultural spheres and determines the subsequent mastering of the necessary communicative, linguo-professional, social and linguo-cultural competences
The research was aimed at providing answers to the following questions: what is the initial stage of studying Russian as a foreign language in terms structure and importance? What aspects of psychological and pedagogical knowledge can be considered as factors enhancing the effectiveness of teaching Russian as a foreign language at the initial stage? What methodological base would provide the higher effectiveness at this stage of learning Russian as a foreign language?
Summary
Current sociopolitical and socioeconomic processes naturally dictate the need to create a new linguistic educational paradigm, which is especially significant for the most important sphere of intercultural dialogical contact – the sphere of teaching Russian as a foreign language. It touches upon means and methods of forming both a multilingual and a multicultural personality, namely, a personality, capable of competently and effectively carrying out verbal statements with regard to cultural and national specifics of the country of the target language (Russia, in our case), extracting, processing, producing, transmitting and reproducing information in accordance with various communication needs, sociolinguistic and cultural features of the communication situation (Bozhenkova, Bozhenkova, 2017). These factors lead to the emergence of new discursive practices and mechanisms of subject-subject interaction
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