EIJMRMS ISSN: 2750-8587
VOLUME04 ISSUE12
69
METHODOLOGY OF TEACHING RUSSIAN LANGUAGE IN NON-LINGUISTIC HIGHER
EDUCATIONAL INSTITUTIONS
Khatamov Ildar Urakovich
Karshi Engineering and Economics Institute, Uzbekistan
AB O U T A RT I C L E
Key words:
Non-linguistic (non-philological)
universities, Russian as a foreign language,
teaching methods, technologies, method.
Received:
29.11.2024
Accepted
: 03.12.2024
Published
: 09.12.2024
Abstract:
This article examines the methodology
of teaching Russian as a foreign language in
educational institutions of non-philological focus.
A comprehensive analysis of scientific and
methodological literature is conducted. In order to
summarize the accumulated theoretical and
practical experience and its application to
optimize the educational process, the issues of
application were considered and substantiated:
general teaching methods, studying the text and
its typologies, teaching reading, teaching oral
scientific speech, new computer technologies.
INTRODUCTION
Methodology is a theoretical and applied science in which great importance is always attached to the
skill of the teacher, his ability to adapt general methodological recommendations to specific learning
conditions.
The Russian language in non-linguistic universities, as the language of study of the subject, is perceived
as a system of linguistic phenomena, not for the purpose of its description, but as a means of
communication in written and oral form. Therefore, for this category of students, the methodology
forms the task of studying the Russian language for participation in linguistic communication, i.e. the
task of teaching speech activity in Russian: reading, speaking, listening, writing.
Currently, in all higher educational institutions of the non-philological direction of education, Russian
is taught as a foreign language. For foreign students of preparatory faculties, as well as for future
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specialists of undergraduate, graduate, postgraduate and interns, Russian, like other general education
subjects, is considered mandatory.
Undoubtedly, the methodology of teaching Russian as a foreign language has become one of the main
directions in higher educational institutions of the non-philological direction of education. This happens
for various reasons.
In scientific and methodological literature, several main directions of the methodology of teaching
Russian as a foreign language to students of non-philological universities are presented. These are:
-
general methods of teaching Russian as a foreign language in non-philological universities;
-
research and analysis of the text, its structure and unity with the typology of the text;
-
study of oral scientific printed speech;
-
the process of teaching reading;
-
new computer technologies.
Let us dwell on the history of the application of methods of teaching students in non-philological
universities.
In the 1970s, one of the fundamental works on this topic was the book by O.D. Mitrofanova "Scientific
Style of Speech: Problems of Education". The work examines the linguistic and methodological
foundations of teaching Russian as a foreign language.
It also answers the following questions: when to start teaching specialization, what texts to use - general
scientific, popular scientific or highly specialized; what is the role of terminological vocabulary, what
system of exercises to offer to make teaching more effective. The features of the scientific style of
speech, its lexical composition, morphological and syntactic features of scientific speech are defined in
sufficient detail; a typology of texts is provided.
Let us highlight several rules that, in our opinion, are especially relevant at the present time. O.D.
Mitrofanov draws attention to the fact that Russian is a compulsory but not the main subject in any non-
philological universities, since the main goal of education should be "training qualified specialists with
a broad scientific outlook, sufficient knowledge and perception of reality." The main goal of training,
according to the author, is understanding the practical rules and using the language in speech practice.
With the advent of textbooks and teaching aids focused on the subject of Russian as a foreign language,
the question arises about the place and role of educational vocabulary in the process of teaching
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language in general or the sublanguage of specialization. T.I. Trubnikova proposes a system for
describing the sublanguages of a specialty, characterizes the methodology for using such dictionaries
to study the lexical and grammatical means of the sublanguage of a specialty and the development of
various types of speech activity, and also establishes criteria for constructing Russian vocabulary based
on specialized vocabulary. The researcher notes that "educational vocabulary for a specialty ... is
compiled by Russian language teachers together with subject specialists under the general
methodological guidance of Russian language specialists. A specialized educational dictionary should
combine the features of an encyclopedic and explanatory dictionary with the thematic principle of
placing the material." In our opinion, a specialized educational dictionary is a mandatory tool, and not
just something necessary for training future specialists. Students of non-philological universities should
constantly refer to such a dictionary to clarify special terms or new words at any stage of training,
therefore the criteria for compiling a specialized dictionary based on the choice of linguistic units are
important problems of the methodology of teaching Russian as a foreign language. Teaching Russian
oral scientific speech to non-philological students is as important a task as teaching written speech, and
has been discussed by methodologists and researchers since 1990. In particular, T.G.
Kopytkova proposed a methodology for teaching dialogic communication to students of non-
philological universities. To implement her own methodology, she developed a system of exercises:
conditional communicative, non-communicative, and real communicative. Considering that the
conditions of the tasks should cause students not only a certain speech reaction, but also the ability to
implement the communication process, adapt to a team, an unfamiliar environment, the author creates
a set of exercises for teaching dialogic communication. It is worth noting that at the present stage, the
training of personnel in non-linguistic higher education institutions is more pragmatic. Students are
very good at determining their level of proficiency in the Russian language and know exactly where to
apply their professional knowledge, how much they need this knowledge. The practical results of this
direction were: the emergence of a language learning environment in universities and institutes (e-
learning); the creation of electronic courses, virtual lessons, face-to-face and distance courses,
teleconferences, webinars, electronic collections of educational texts; the beginning of the development
of multimedia teaching and methodological complexes, comprehensive teaching aids on linguistics and
local history, etc.
Today, priority in teaching Russian as a foreign language is given to intelligent technologies (Smart
Education). Researchers are interested in the following issues: the development of an intelligent
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textbook of Russian as a foreign language, the possibilities of using mobile technologies in teaching
Russian, web-kvest as a form of organizing independent work of students.
Thus, at present, the use of computer technologies is not only a necessary, but also an obligatory
component of the language educational process in a non-philological university.
All of the above aspects and directions of teaching Russian as a foreign language in a non-philological
university indicate the significant scientific and methodological experience accumulated in this regard.
However, at present, major changes are taking place associated with the emergence of new contingents
of students, a reduction in class time, the presence of students of different ages in study groups, an
increase in the number of groups, and new communicative needs of students. Accordingly, new aspects
of the application of methods, principles, and teaching aids in teaching Russian as a foreign language
appear. In any case, a teacher working in a non-philological university needs to rely on the accumulated
scientific and pedagogical experience and move on in the search for new substantive-organizational
and linguistic-methodological solutions to optimize the educational process.
REFERENCES
1.
Abdullaeva M.N. (2021). Aspects and directions in teaching Russian as a foreign language in a non-
philological university. Humanitarian Bulletin, No. 3.
2.
Lukoshkina N.L. Methodological principles for creating professionally oriented autonomous
educational computer courses for adults on reading in a foreign language (using the Russian
language as an example). Dis. ... Cand. Ped. Sciences. Kursk, 2020.
3.
Rakhmonov S.M., Chesnokov M.P. Methods of teaching Russian as a foreign language: tutorial. 3rd
ed., revised. - T.: Yangi avlod, 2021.
4.
Sultonova O.B. The process of teaching the Russian language to foreign bachelors of a technical
university: problems and specifics. Humanitarian Bulletin, 2013, no. 3 (5).
5.
Farmonov N.M. non-philological profile. Practical methodology for teaching non-phelological
universities. Moscow, Russian language, 2021. No. 1.
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Kamilovna, K. G. (2022). THE IMPORTANCE OF USING INTERACTIVE METHODS IN Journal of
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