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FEATURES OF TEACHING RUSSIAN LANGUAGE TO STUDENTS STUDYING IN
THE HUMANITIES AND OTHER SPECIALTIES
Inamova Nargiza Odilovna
Lecturer of the Department of Foreign Languages,
Journalism and Mass Communications University of Uzbekistan
Abstract:
This article discusses the specific features of teaching Russian to students studying in
the humanities and other specialties. It analyzes the professional needs of students, an
interdisciplinary approach, methods for forming communicative competence, and ways to use
modern educational technologies. The authors substantiate the effectiveness of using a
differentiated approach, increasing motivation, professionally oriented tasks, and integrative
methodology in language teaching. The article is aimed at developing effective approaches to
teaching the Russian language in a professionally oriented manner and contains useful
recommendations for language teachers.
Keywords:
humanities, professional communication, language teaching methodology,
interdisciplinary approach, differential approach, motivation, communicative competence
Introduction:
In the current era of globalization and international cooperation, learning foreign
languages, in particular, Russian, remains one of the most relevant issues. Russian is not only a
language deeply connected with Uzbekistan historically and culturally, but is still widely used in
many areas, such as science, technology, medicine, law, pedagogy. Today, learning Russian as a
foreign language is of great importance in deepening the professional training of students
studying in higher educational institutions. Teaching Russian, especially for students studying in
the humanitarian and other specialties, requires a special methodological approach and didactic
solutions.
The needs of students studying in the humanities (philology, history, philosophy, journalism, etc.)
and non-philological disciplines (economics, law, psychology, political science) for the Russian
language are not the same. Therefore, it is important to work on the basis of professional
communication, interdisciplinary integration, contextual teaching, modern interactive methods
and a communicative approach when teaching them the Russian language. Adapting the
educational process to students' specialties, consolidating knowledge through practical
assignments and in-depth mastering of professional vocabulary are issues that need to be
resolved in this direction.
This article highlights the main pedagogical principles, methodological features, existing
problems and ways to overcome them in the process of teaching the Russian language to students
studying in the humanities and other disciplines. It also analyzes the effectiveness of the use of a
differentiated approach, communicative methodology and innovative technologies in the
language teaching process.
Main part:
Today, teaching Russian to students studying in the humanitarian and other fields in
various higher educational institutions of Uzbekistan is of great importance in the development
of their professional and scientific activities. Since a large number of scientific literature, articles,
international documents are available in Russian, students need to have the skills to receive and
process information in this language. In particular, the existence of academic cooperation, joint
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programs, internships and scientific exchanges with Russia and the CIS countries further
increases the practical importance of the Russian language.
For students of the humanities, Russian is often studied in a cultural and literary context. In this
case, aspects such as translation, text analysis, author's style, literary terminology are important.
On the contrary, for students studying in such fields as economics, law, journalism, psychology,
medicine, it is important to master professional vocabulary, work with documents, and develop
oral and written professional communication skills. Therefore, Russian language lessons should
be organized not as a general course, but as professionally oriented language training.
Today's education system emphasizes not only grammatical rules in language learning, but also
the ability to use language in real communicative situations. This approach is especially relevant
in learning Russian. Students are provided with opportunities to actively use the language
through tasks such as simulation exercises, role play, interviews, discussions, and presentations.
Also, communicating in real-life situations appropriate to the professional context increases their
confidence and motivation.
The role of information and communication technologies in effective teaching of the Russian
language is invaluable. Multimedia tools, mobile applications, online platforms (Quizlet, Kahoot,
Duolingo, Google Classroom), interactive tests and video lessons in Russian encourage students
to learn the language independently. In addition, through digital platforms, students can be
provided with professionally oriented tasks, terminological glossaries, and expressions used in
science.
Not all students studying in the humanitarian and other fields are highly interested in learning the
Russian language. Therefore, motivation can be increased by making lessons professionally
oriented and closer to practice, taking into account the needs of each student in their field.
Successful language learning is not only the achievement of the teacher, but also of an education
system that puts the student at the center.
Analysis and results:
Observations and practical analyses conducted in higher education
institutions have shown that the needs and interests of students studying in the humanitarian and
non-philological directions in teaching the Russian language are different. While students in the
humanitarian direction are usually inclined to study the language in a cultural, artistic and social
context, for students studying in other areas, the Russian language is required mainly as a means
of communication related to professional activities. This situation emphasizes the need to
differentiate methodological materials and approaches in language teaching in accordance with
the characteristics of the specialty.
According to the results of the analysis, the following important conclusions were identified:
Motivation for the Russian language differs among students. While in the humanitarian direction
the internal (personal, cultural) motivation for the language is high, in technical and other areas it
is mainly associated with practical (thesis defense, employment, reading foreign literature) needs.
The effectiveness of professionally oriented tasks has been proven. In practice, exercises based
on professional terminology, working with documents, and translating texts related to the
specialty served to actively develop students' language skills.
The communicative approach stands out as the most effective methodology. Analyses show that,
compared to traditional grammatical translation methods, communicative, interactive, and
contextual approaches significantly increased students' activity and the level of practical
application of knowledge.
The use of ICT tools has enhanced independent learning. Through mobile applications, online
platforms, electronic dictionaries, and interactive exercises, students were able to consolidate
their acquired knowledge and increase their interest in independent learning.
A differentiated approach is an important factor in the quality of language learning. The content
of the lesson and methodological approaches adapted to the students' specialty not only increased
their interest in language learning, but also strengthened their professional competence.
These results indicate the need to abandon uniform approaches in teaching the Russian language
and use modern and integrated methodologies that are focused on the needs of students.
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Conclusion:
Teaching Russian as a foreign language is of great importance in the higher
education system today, playing a decisive role in deepening students' professional training,
integration into the international information space, and increasing their scientific potential. The
need for a direction-specific, differentiated approach to teaching Russian to students studying in
the humanitarian and other specialties, rather than a single, standard approach, is being proven in
practice. This requires the selection of educational materials that meet the needs of students, the
formation of language skills taking into account professional vocabulary and contexts.
Also, the educational process based on a communicative approach, lessons organized using
interactive methods and modern information and communication technologies increase students'
motivation to learn the language and prepare them to communicate freely in real-life and
professional situations. Professionally oriented tasks, thematic conversations, role-playing games,
and the use of multimedia resources contribute to a deep and conscious mastery of the Russian
language.
In addition, in the process of language teaching, the student's personal activity, independent
learning skills and information processing capacity are developed. Such an integrated,
comprehensive and practical model of learning the Russian language is in line with modern
educational requirements and creates the basis for the formation of students as competitive
specialists.
Therefore, improving the process of teaching the Russian language in accordance with modern
requirements, updating methodological approaches and in-depth analysis of students' needs is
one of the urgent tasks of today's education system. Research and innovative methodologies
conducted in this direction will further improve the quality of education in the future.
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