Keyword: «russian as a foreign language»

The article describes a possible algorithm for identifying problems in teaching Russian as a foreign language at the preparatory faculty in a monoethnic (Chinese) group of students. The author makes analysis of textbook choice as a strategy in overcoming difficulties in learning.

To improve the quality of training, the teacher should always look for new forms and methods of working with text in the classroom. A key aspect of working with text, as well as an important skill in learning how to take notes, retell, write questions on the text, and extract useful information is the work with tags and key words. The work with a “word cloud” supports the idea of “blended learning” and makes it possible for the Russian language teacher to carry out corrective work effectively.

Modernization of the education system is a necessary condition for its effectiveness. Within the framework of the latest trends, involving the orientation of the educational process at the University to the future professional activity of students, technologies, methods and forms of work, that enable to bring learning activities closer to the professional ones, become relevant. In this regard, a competence-based approach is justified. The authors of modern methods of teaching Russian as a foreign language believe that the communicative nature of learning is the main goal in this approach. The formation of the communicative competence becomes the main task in teaching Russian as a foreign language. Moreover, language proficiency is manifested gradually not only in the educational sphere, but also in the professional one. That is why training in the Russian language as a foreign language in teaching foreign students may provide maximum efficiency in the formation of successful communication skills. The purpose of our research is to introduce the technology of communicative training into the learning process as the most effective type of interactive learning that implements personal activity-based approach and communicative approach. We understand the communicative training as the creation of case studies aimed at the development of communication and speech skills, control and correction of the interlocutors’ speech behavior, subject to all communication conditions. The main method of the research is a pedagogical experiment. The result of the experiment is a set of communicative exercises, role-playing games and learning sessions in general, aimed at the development of the communicative competence of the foreign students. In addition to the experiment, general scientific methods such as analysis, synthesis and generalization (in the study of the scientific literature), the descriptive method, the comparative method, the statistical method (in the calculation of the results of the study), the method of the participant observation (in the process of the study) are used. The participants in the experiment are the students of the special faculty of Omsk Tank-Automotive Engineering Institute from Sudan. The effectiveness of the experiment is confirmed during the intermediate control in the form of an exam. The average grade in the experimental group is 4.75, in the control group – 4.6. The exercises developed in the course of the research may be used in the practice of teaching Russian as a foreign language in adult education.