Keyword: «russian as a foreign language»

This article presents the results of a theoretical study of discursive competence formation problem among military personnel studying Russian as a foreign language. Modern methodological trends in teaching foreign languages comply with finding ways to increase the effectiveness of learning, one of which, in our opinion, is the need to form a discursive competence. The process of formation of discursive competence has been studied inadequately, in a disordered and fragmented way. We consider that the formation of discursive competence in the process of teaching foreign languages has fundamental importance and it is assumed to be one of the relevant directions for increasing the effectiveness of teaching. The formation of discursive competence should be professionally oriented and take into account the specifics of students in every detail. The purpose of the study is to develop a methodological system aimed at the formation of discursive competence at the Russian as a foreign language classes at a military university. As a result of the theoretical study, the fundamental concepts of designing a methodological system were characterized. The structure of a methodological system was developed based on these concepts, taking into account the methodological features of discursive competence formation in the educational environment of a military university. The methodological system pursues specific goals and solves the tasks of teaching in these conditions, taking into account the characteristics of students. It has been determined that narrowly targeted and thematically oriented teaching contributes to improving the effectiveness of teaching foreign students at military universities in Russia. The theoretical significance of the study lies in the development of a professionally-oriented methodological system for teaching a certain group of foreigners, the uniqueness of which lies in its narrow focus, thematic organization and variability, taking into account the social institution and the category of students. The narrow specificity of the developed system does not limit the scope of its application; the results of the methodological system development can be used for teaching any foreign languages. The practical significance lies in the fact that, as a result of the theoretical study described in this article, the methodological system was practically implemented at Russian as a foreign language classes at a military university.

The article is devoted to one of the important and difficult topics in the course of the Russian language as a foreign language. Some aspects of presentation of numerals at different stages of training are analyzed. Emphasis is placed on the difficulties and ways of overcoming them encountered by foreigners in learning the grammatical material presented. Various types of exercises are offered to train skills and skills in foreign students in the process of implementing language intences.

The article discusses the methods of intensive training of foreign students in the Russian language. Intensive training involves the activation of cognitive processes and the acceleration of mastering the necessary lexical and grammatical material in the classroom. The use of the method of free dictation and group writing of the text is described.

The study raises an urgent problem - the theory of functional syntax in Russian linguodidactics. The aim of the article is to present a theoretical analysis of functional syntax as a subject of linguistic research in the practice of teaching Russian as a foreign language. The sources on which the functional syntax is based are analyzed, the applied research of Russian pedagogical scientists, developed in the process of practice, as well as the works of foreign authors that are of great importance for domestic functional grammar are examined. It is established that the methodology for teaching and studying Russian syntax involves the creation of a functional grammar (syntax) based on the functional approach «from value to form» (from functions to means), enabling to study linguistic facts in a different content space, which will facilitate the use of speech functions and concepts with the help of which communication and speech intentions of learners of a foreign language are realized.

The article discusses the possibility of using the television quiz «Own game» in classes in the specialty language already at the preparatory course for studying Russian as a foreign language. The technique described by the author is included in the educational technology of education, which has recently become widespread both abroad and in domestic pedagogy. This is a combination of educational and entertaining elements that provide information to the group of students with the most facilitated analysis and work with educational material issued by the teacher.The author gives a detailed description of the lesson plan on the topic «Repetition of the studied topics in mathematics», built in the form of a game and concludes that this form of organization of the lesson is very productive, because it allows not only to repeat the material covered, but also to make it easy and in an accessible form, which, in turn, increases the motivation of students.