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A
BSTRACT
The article is an analysis of current areas of methodological research in the field of methods of teaching
Russian as a foreign language.
K
EYWORDS
linguodidactics, linguocultural adaptation, teaching Russian as a foreign language, communicative
competence, testing, linguodidactic potential of computer tools.
I
NTRODUCTION
The methodology of teaching Russian as a foreign
language, like any independent discipline, has its
own conceptual apparatus. The basic concepts
that form the foundation of the methodology
include: goals, objectives, content, principles,
methods, techniques, means and organizational
forms of training. The listed components are
closely related to each other. The dominant role
in the system belongs to learning goals. Goals are
understood as the expected results of the joint
activities of the teacher and students. Goals
influence the choice of content, principles, forms,
methods and means of teaching. Usually there are
three main goals: practical, general education and
educational. The general educational goal is to
develop in foreign students: regional knowledge
about the geography, history, and culture of the
country; knowledge of the Russian language in
comparison with the native one (learn a new
system of concepts); general educational skills
Journal
Website:
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Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Research Article
METHODS OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE
Submission Date:
December 18,
Accepted Date:
December 23, 2023,
Published Date:
December 28, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-12-47
Kamalova Dilafruz Tuymurodovna
Navoi State Pedagogical Institute, Teacher Of The Department Of Russian Language And Literature,
Uzbekistan
Jumaeva Feruza Ruzievna
Scientific Supervisor, Candidate Of Pedagogical Sciences, Associate Professor, Uzbekistan
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(work with a book and a dictionary, express your
thoughts in written and oral form), etc. The
practical (communicative) goal is to develop
communicative competence in foreign students,
the ability to communicate in Russian. The
communicative goal is the formation and
development of speech skills, the ability to
communicate using linguistic means. In the
context of Russian as a foreign language, much
attention is paid to the formation of non-verbal
communication skills, or the ability to use non-
verbal means of communication (gestures, facial
expressions). The educational goal is to develop
in students: a positive attitude towards Russia, its
history and culture; motives for learning the
Russian language; views, beliefs, norms of
behavior, value orientations. The content of
teaching Russian as a foreign language is the
educational material that needs to be mastered or
that needs to be mastered in order to achieve
learning goals. The basis of the content of
teaching Russian as a foreign language is speech
skills and abilities.
It is customary to distinguish the following
components of the content of language teaching:
1) teaching material (language, speech), 2)
knowledge, 3) abilities and skills, 4) topics, 5)
communication situations, 6) texts. Practical
knowledge of a language presupposes the
assimilation of a certain amount of language
material (phonetic, lexical, grammatical). Speech
material is presented in the teaching content by
speech samples (standard phrases), topics and
situations of communication, and texts. To
operate with speech material, it is necessary to
know the rules of its formation and use in the
process of communication. In textbooks, the
content of knowledge is presented in the form of
rules and instructions, which depend on the
purpose of learning and are determined primarily
by their practical necessity. The ultimate goal of
language acquisition is the formation of speech
skills and abilities based on acquired knowledge.
Speech skill is an automated component of
consciously performed activity.
It is customary to distinguish speech skills -
phonetic, lexical, grammatical and motor, which
provide the technical side of writing and
pronouncing sounds. One of the basic categories
of any methodology is the principle of learning.
The principles that should be followed in teaching
Russian as a foreign language represent a system
of general didactic, linguistic and methodological
components.
General didactic principles reflect the basic
principles of the theory of education and training
developed in didactics. Let us focus on the leading
principles of teaching foreigners. The scientific
principle presupposes that the academic subject
“Russian as a Foreign Language” corresponds to
reliable linguistic information about the Russian
language and the peculiarities of its functioning in
different situations of verbal communication. In
order to ensure accessibility, systematicity and
consistency, traditional didactics involves
teaching and mastering knowledge in a certain
order and requires a logical structure of both the
content and the learning process. When
presenting educational material and organizing
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educational activities, it is recommended to go
from simple to complex, from easy to difficult,
from known to unknown, from concrete to
abstract, from facts to generalizations, etc. This is
relevant for foreign audiences studying Russian.
One of the most important provisions underlying
the organization of any learning process is the
principle of visibility. Ya.A. Komensky called
clarity the “golden rule” of didactics. The use of
visualization makes it possible to ensure the
effectiveness of teaching Russian to foreigners. In
Russian as a foreign language classes, various
types of visual aids are used: visual (paintings,
photographs, drawings); sound visual arts (films,
videos, television programs); sound (audio
recordings); graphic (tables, diagrams); verbal
(figurative verbal descriptions of events, facts,
actions). The principle of consciousness and
activity of students is one of the main principles
of the modern didactic system, according to
which learning is effective when students show
cognitive activity and are subjects of activity.
Activity and consciousness in teaching Russian as
a foreign language can be achieved if you rely on
the interests of students, use teaching methods
such as didactic games, discussions, stimulate
collective forms of work, interaction of foreign
speakers in the learning process, for example,
through the organization of dialogues.
Compliance with the principle of activity is closely
related to the principle of the strength of learning
outcomes. Strength of assimilation is achieved
through a vivid presentation of the material,
intensive training of the material immediately
after familiarization and later, through
independent creative use of the material.
Teaching the Russian language is unthinkable
without taking into account the linguistic
principles of Russian as a foreign language, which
are based on linguistic data.
The principle of systematicity considers the
Russian language as a systemic formation,
consisting of interconnected elements of different
levels, united into a single whole. The principle of
concentrism provides for such a nature of
selection and introduction of lexical and
grammatical material, which ensures repeated
access to already studied material with its gradual
deepening and expansion. The principle of
language minimization is the selection of
language and speech means for classes. The
principle of functionality is that language material
in classes is introduced taking into account the
content of the statement.
In the practical course, this principle finds
expression in the consideration of the form and
meaning of a grammatical phenomenon in their
unity. The principle of stylistic differentiation
means the importance of taking into account in
the learning process the linguistic and speech
features characteristic of different speech styles.
This is especially true when training future
Russian language specialists. The choice of texts
of a certain stylistic orientation, the volume, and
depth of its elaboration depend on the purpose
and duration of their training.
The features of teaching Russian as a foreign
language reflect the actual methodological
principles. Taking into account the practical goal
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of teaching the Russian language - to teach it as a
means of communication - the leading
methodological principle should be called the
principle of communicative orientation. This
means that students must always be involved in
oral (listening, speaking) and written (reading,
writing) communication. In accordance with the
guiding principle, training should be organized in
situations that are natural for communication or
as close as possible to them.
Following the principle of communicativeness
presupposes such an orientation of classes in
which mastery of language as a means of
communication and speech activity (that is, the
goal of learning and the means to achieve the
goal) act in close interaction. This involves solving
specific communication problems in the
classroom to include students in communication
in Russian.
The principle of oral advance (or oral basis of
teaching) presupposes: a) oral introduction and
consolidation of educational material; b) the
presence of speech practice, occurring orally on
the basis of topics and communication situations
selected for classes.
In the modern methodology of Russian as a
foreign language, the interaction of oral and
written communications during classes is
recommended, which does not exclude the
presence of oral advance at the stage of
introducing the material and its primary
consolidation and activation. The most rational
sequence for teaching types of speech activity is:
from oral speech to written speech, from passive
forms of language proficiency (reading, listening)
to active forms (speaking, writing). The principle
of interconnected teaching of types of speech
activity involves teaching language with the
simultaneous formation of four types of speech
activity: listening, speaking, reading, writing.
Important methodological principles of Russian
as a foreign language include the principle of
differentiated and integrated teaching. Its essence
boils down to the following. On the one hand, each
type of speech activity is characterized by its own
“set” of actions and even its own lexical and
grammatical design. On the other hand,
integration takes place when working on
language material, when teaching pronunciation,
words, and grammar is carried out on a speech
unit: word, phrase, sentence, superphrasal unity.
The principle of integration is that, no matter
what aspect of the language we teach, at the same
time we use other aspects and develop other
skills. The principle of professional orientation of
training (taking into account the specialty of
students) also seems important when teaching
Russian as a foreign language. In classes with
philology students, this principle should be
reflected in the selection of educational material,
in particular, topics and communication
situations, reading texts, and assignments
focused on the specialty. This principle is also
implemented with the help of specially prepared
programs for the language being studied, focused
on the language of the specialty as a set of means
by which the communicative needs of students in
the chosen field of communication are realized
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(for example, “Russian language for international
trade”, “Russian language in the field of tourism”
).
The
principle
of
situational-thematic
organization of training presupposes such
organization and conduct of classes in which the
introduction and consolidation of educational
material is carried out using topics and
communication situations that reflect the content
of the sphere of communication chosen for
classes. The principle of the dominant role of
exercises at all stages and levels of proficiency in
Russian as a foreign language suggests that any
explanation of new language material must be
completed with an exercise that would show how
the studied phenomenon of the Russian language
functions in speech, how it is used to solve current
speech problems of students. You cannot end a
lesson at the stage of explaining something new,
without reinforcing it.
Knowledge of the system of interrelated and
interdependent teaching principles will make it
possible to organize the process of teaching the
Russian language to a foreign audience in
accordance with its laws, to reasonably select the
content of educational material, to choose forms
and methods of teaching that are adequate to the
goals, thus achieving the effectiveness of
mastering Russian as a foreign language. Another
basic category of teaching methodology is
method. In modern methods of teaching a non-
native language, the term method has two
interpretations:
didactic
and
actually
methodological.
In a general didactic sense, the concept of method
includes methods of interrelated activities of the
teacher and students, aimed at achieving the goals
of education, upbringing and development of
students. For a language teacher, methods are
important as sources of acquiring knowledge,
developing skills and abilities. These methods
include: working with text, a book, a teacher’s
story, conversation, excursion, exercises, and the
use of visual aids in teaching.
Depending on the independence of educational
actions performed by students, active and passive
methods are distinguished; by the nature of the
students’ work
- oral and written, individual and
collective, classroom (classroom) and home. In
accordance
with
the
methodological
interpretation, a method is a system of views and
ideas about how the learning process should be
structured. Among the methods as systems, there
are: grammatical-translation, direct, conscious-
comparative,
audiolingual,
audiovisual,
conscious-practical, cognitive, communicative,
suggestopedic, etc. These methods are grouped
on different grounds: translated and non-
translated (direct); conscious and intuitive,
traditional and alternative.
Let us dwell in more detail on the characteristics
of individual methods. Direct methods are based
on the idea that learning a foreign language
should imitate mastering the native language and
proceed naturally, without specially organized
training. Training should be carried out only in a
foreign language; the native language of the
students, as well as translation from the native
and non-native languages are completely
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excluded. Direct methods include: natural, direct,
audiovisual, audiolingual. The direct method is a
method of teaching oral speech that models the
conditions of the natural method of mastering a
foreign language (i.e., the method of mastering a
foreign language in the process of communicating
with its native speakers). This method is similar
to how a child masters his native language. A
foreign language is acquired by imitation of
ready-made models, repeated repetition of what
has been heard and reproduction of new material
by analogy with what has been learned. According
to supporters of the natural method, teaching oral
speech should be carried out in the same way as a
child learns his native language in life (as it
happens in nature). The purpose of training is the
development of oral speech.
The main form of work is dialogue. Adherents of
the audiolingual method believed that the
automatic use of grammatical and phraseological
structures of a language can be achieved by
repeating them many times in specially prepared
educational dialogues. The teacher must correct
all errors in order to eliminate them in the future
and ensure the correctness of speech. Advantage
is given to oral speech over written language.
The following order of mastering types of speech
activity is proposed: listening, speaking, reading,
writing. The audiovisual (structural-global)
method involves the widespread use of
audiovisual teaching aids (strip films, slides,
films) and technical means (tape recorder, radio,
television); global presentation of material: tape
recordings of texts and film fragments are not
divided into episodes; grammatical structures are
also introduced and trained in their entirety.
Mastering a unit of language is possible only
through repeated repetition and memorization.
Conscious methods involve students' awareness
of linguistic facts and ways of using them in
speech activity. This group of methods includes
translation-grammatical,
conscious-practical,
conscious-comparative,
and
programmed
methods. The consciously practical method takes
into account the characteristics of the students’
native language.
The conscious-comparative method involves
students' awareness of the meaning of linguistic
phenomena and methods of their application in
speech activity, as well as reliance on their native
language.
The grammar-translation method of teaching is
based on an understanding of language as a
system, the goal of teaching is reading literature,
and the main unit of teaching is the sentence.
Students get acquainted with works in the
original language, grammar is studied in context,
the native language serves as a means of
semantization, analysis, elements of comparison
and contrast are used, language teaching at the
level of its grammatical structure, the
predominance of passive forms of work, great
attention to translation.
Combined methods combine features inherent in
both direct and conscious teaching methods:
speech-oriented learning, intuitiveness combined
with conscious language acquisition, parallel
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mastery of all types of speech activity, oral
advance;
This group includes communicative, active,
reproductive and creative methods.
The communicative method ranks first among the
most commonly used methods of teaching foreign
languages. The essence of this method is that
basic
language
skills
are
developed
simultaneously (speaking and writing, grammar,
reading and listening) in the process of live
communication. Intensive methods are aimed
mainly at mastering oral foreign language speech
in a short time and with a significant daily
concentration of study hours; they use the
psychological reserves of the student’s
personality, collective forms of work, etc. in
teaching.
The concept of technique is closely related to the
concept of teaching method. Training is a specific
sequence of actions. These actions, performed by
the teacher and students, are called teaching
techniques in the methodology of teaching a non-
native language. The teacher’s actions aimed at
accomplishing a specific methodological task are
called teaching techniques.
For example, a teacher must explain to students
the meaning of an unknown Russian word. To
solve this problem, he can use various techniques:
translate the word into his native language, show
the object denoted by this word, use its synonym
or antonym, etc. Among the teaching techniques,
there are groups of techniques: introducing new
material; organizing mastery of the material;
monitoring learning results. The student’s actions
aimed at completing a specific learning task are
called teaching techniques, or learning
techniques.
Among the teaching techniques, the following
techniques are distinguished: understanding new
material (recognizing linguistic guesses);
mastering new material
–
participation in
training, speech practice; self-control. In teaching
Russian as a foreign language, a special place is
occupied by techniques related to the
organization of training students in performing
speech operations and the organization of speech
practice - techniques of using exercises. Exercise
is a specially organized performance of individual
or sequential operations, or actions, or any
activity in order to master them, as well as
improve them in educational conditions. There
are several classifications of exercises, but most
often they divide exercises into communicative
(speech) and non-communicative (language).
Communication exercises are aimed at teaching
speech activity. Language exercises are aimed, on
the one hand, at developing metalinguistic
competence in students, and on the other hand, at
preparing for speech. Teaching methods can be
translated, associated with the use of the
students’ native language, or non
-translated.
Thus, checking the correct understanding of the
text can be carried out using questions on its
content in Russian or other techniques that do not
involve referring to the student’s native language,
as well as by translating the text or its individual
fragments into the native language. The choice of
certain techniques is determined by certain
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factors, primarily the focus on teaching translated
or non-translated language proficiency.
Each method is embodied in a system of teaching
aids, with the help of which language teaching is
carried out. There are teaching aids: for the
teacher - curricula and programs, teaching aids,
reference and scientific literature; for students - a
textbook, teaching aids and dictionaries;
audiovisual
–
films and videos, slides, audio
recordings, tables and diagrams; technical
–
tape
recorder, video recorder, computer, projection
equipment. A textbook is the main teaching tool
that contains material intended for students to
master in various types of speech activity.
Teaching aids are auxiliary teaching aids that
allow you to increase the effectiveness of
mastering any aspect of the language or type of
speech activity. There are manuals for teaching
aspects of language, types of speech activity, and
functional styles. A teaching manual is a book for
a teacher that contains a description of the
organization of the educational process and
methodological recommendations for the use of
certain teaching techniques.
Technical teaching aids include equipment and
technical devices used for transmitting and
storing educational information, means of
monitoring the progress of assimilation,
formation and consolidation of knowledge, skills
and abilities. Teaching Russian as a foreign
language is carried out in specially organized
training sessions and during extracurricular
hours. Both in and outside of classes, students can
work individually, in pairs and in teams, with the
direct or indirect participation of the teacher.
Such external expression of the activities of the
teacher and students, taking place in an
established order and a certain mode, is called
organizational forms of education.
The main organizational forms of theoretical
courses are lecture (dominant form), seminar and
practical lesson. In practical courses of the
Russian language, the main organizational forms
of training are: practical training (the dominant
form), laboratory training, as well as various
forms of extracurricular work - educational
excursion, independent preparation for training
sessions, theme evening, etc.
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