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MODERN METHOD OF TEACHING RUSSIAN LANGUAGE AS A
FOREIGN LANGUAGE
https://doi.org/10.5281/zenodo.7482121
A.R.Rustamova
Student National University of Uzbekistan
Annotation:
This paper examines the latest technique of Russian language like
a foreign language. Therefore there are some points why Russian language is to be
taught to non philology students
Key words:
learn, language, modern, Russian language, international students,
foreign language, education
A modern specialist is expected to meet new requirements in terms of education
and competence, due to innovative processes taking place in various areas of modern
society and, above all, in science and technology. These processes require higher
education to search for new ways of upgrading and development. Modern university
language education is aimed at upgrading RFL training system and at bringing it into
conformity with European and Russian educational standards (Petrova, Kurbatova and
Solyanik 2010).Russia is a modern country strengthening and expanding its political
and economical positions internationally. For this reason, a growing number of
international students want to attend Russian universities, and more and more students
strive to master the Russian language as a means for receiving training in the chosen
field of study. In Russian universities providing education to international students,
RFL became an academic discipline in the 1950s and 1960s, and since then it has been
developing, improving and searching for new ways of teaching the Russian language
to international students (Pinevich 2011)
At present, almost every university having programs in the Humanities and other
fields of study offers RFL courses. The Russian language is, along with the other
academic disciplines, a compulsory course for international students taking university
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preparatory courses, for students pursuing specialist, bachelor, master and doctoral
degrees, and for trainees. As a means for international and professional communication
and the language of Russian science and technology, the Russian language is of great
interest, first of all, to international students taking courses in non-humanities
disciplines (Mets, Mitrofanova and Odintsova 1991). This field of study is referred to
as “teaching the Russian language and other disciplines to international students,
depending on their professional interests and needs in the Russian language and on the
length of study” (Shtchukina 1990).The Russian language training is now taking place
in the context of global changes within the entire education system: language learning
goals, students’ needs and learning conditions have undergone major changes.
Research methods
1.
Synthesis of best practices implies studying professional achievements by a
number of creative teachers and highlighting the general and most important points,
which further implementation leads to considerable increase in learning efficiency
(Farisenkova 2003). Synthesis of experiences is a more advanced stage of knowledge
acquisition than mere description of the experiences of specific teachers, since the
objective of any methodology research consists in revealing training trends, which
makes it possible to set up an efficient training system. In their turn, these common
trends can only be revealed if multiple cases of dependence of learning outcomes on
techniques in use are observed and analyzed. What is crucial is that these trends must
be tracked in the work of various teachers and under different conditions.
2.
The study of the history of methodology: The study of any phenomenon must
be conducted by taking into consideration its historical development: it is impossible
to understand what the phenomenon under investigation represents today and what its
prospects for development are without understanding how it appeared and developed.
3.
The analytical description method (when studying and analyzing professional
literature on the given topic, on linguistics, on the Russian and foreign language
teaching techniques and on computer language acquisition).
4.
Sociological teaching methods: (a) interviews with students attending
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preparatory courses and with master and doctoral students aimed at revealing their
communication needs when studying RFL; (b) surveys conducted among international
students with a view to identify their reasons and needs for studying RFL. A survey
meets the precise objectives of the research study, corresponds to age-related
peculiarities and possibilities of the surveyed students; some questions are multiple-
choice questions, and some invite the surveyed person to provide his or her own
answer; each proposed answer gives a different number of points, thus facilitating
statistical and mathematical data processing. One of the advantages of surveying is
that the data obtained in the process of using this method lends itself to easy
quantitative treatment and is of high scientific value.
5.
Combination of empirical and theoretical research methods: This means the
study of language learning activities by international students taking RFL courses
based on academic resources (academic articles, textbooks and professional study
guides).
6.
The statistical method has been used when processing and analyzing the
survey results.
Today, Russian higher education institutions welcoming international students
make valuable suggestions on how to teach Russian for professional purposes and
develop educational materials fostering language training (Chuvaeva 2015).For
university students enrolled in programs in nonhumanities disciplines, the Russian
language is a means for acquiring relevant professional knowledge, for familiarizing
with Russian and international scientific achievements and, as a result, for getting a
degree in the chosen field of study. This is why modern programs, textbooks and study
guides on the Russian language aim not only at providing students with linguistic
knowledge of Russian, but also at teaching students to master written and oral Russian
for use in real-life situations and to read professional literature in Russian (Kurova
2015).The present article focuses on teaching Russian to international prospective
students in non-humanities disciplines and seeks to propose a theoretical and practical
explanation as to why texts on fundamental science must be included in RFL teaching
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to non-philology students with a view to develop future specialists’ professional
competence in their academic discipline. The research results have elucidated the
reasons why international students attending preparatory courses in Russian higher
education institutions study the Russian language. A trial language learning program
confirmed our hypothesis on fostering the study of the Russian language by
prospective students on the basis of a comprehensive methodology underpinned by
various specific aspects of teaching Russian as a foreign language to non-philology
students. Our research has revealed the efficiency of this methodology in the formation
and development of learners’ language skills. The dynamic character of modern
education requires constant updating and upgrading of specifications and guidelines
for different Russian language proficiency levels. Today, a great many changes are
taking place in education, related to the appearance of new groups of students,
reduction of class hours, presence in the same classroom of students belonging to
different age groups, increase in class sizes, learners’ new communicative needs, etc.
Accordingly, teaching methods, principles and educational tools are being updated,
and new trends are emerging in RFL teaching. In any case, the teacher working with
non-philology students needs to draw on the already accumulated teaching experience
and to move further in search of new solutions in terms of content, management and
linguistic methodology so as to foster the educational progress of students.
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