Keyword: «russian as a foreign language»

At present, there is an urgent need for radical changes in the educational system of both secondary and higher education. The introduction of innovative technologies in the teaching of Russian as a foreign language has an impact on other areas of scientific knowledge, on the level of quality of training of professionals in other areas of society. This is due to the fact that with close interstate cooperation and the creation of a single educational space, the Russian Federation's ties with other countries are expanding in such areas of interaction as humanitarian, technical, and economic. The educational system is designed to simplify these processes, providing citizens with practical mastery of the Russian language, which is necessary for life. All of the above points to the relevance of the topic of this article, which identifies the most optimal ways to introduce innovative technologies in the educational process, which make it possible to effectively solve the most important tasks of teaching Russian as a foreign language. The article shows the most important directions that allow us to draw conclusions about the possibilities and necessity of using innovative technologies in the course of teaching Russian as a foreign language. The article also describes innovative technologies that can be used in teaching Russian as a foreign language. An attempt is made to understand them theoretically in the aspects of modern methods.

The article focuses on the problem of teaching students whose native language is Japanese Russian pronunciation and intonation. The authors analyze the main challenges that teachers are to keep in mind when developing lesson plans and designing tasks aimed at phonetic skills formation. Some recommendations concerning the ways of meeting the challenges are provided.

The article focuses on the problem of teaching Russian to foreign students in a multicultural context. Comparing the results of teaching Russian in a multicultural group and in a monocultural group, the author comes to a conclusion that a multicultural context is an essential factor that both influences the level of language and communicative skills formation and ensures the effective development of sociocultural competence.

This article examines the current state of the issue of using the intermediary language in the educational process at the stage of pre-university training when teaching Russian as a foreign language at the Faculty of Pre-University Education of Foreign Citizens in Belarusian State University (BSU), as well as at Dalian University of Technology (DUT). The article shows the origins of teaching Russian as a foreign language at the preparatory faculty of BSU, which are based on direct and grammar-translation teaching methods, as well as the influence of traditions on the modern learning process. The place of the native (Chinese) language in the study of the Russian as a foreign language is determined, as well as the role that the intermediary language plays in the modern teaching methodology at the pre-university stage. The article describes the practice of using Chinese and English as intermediaries in universities in Belarus and China. The experience of distance learning Russian as a foreign language, as well as the use of information technologies in the learning process, is reflected. Examples of the use of the Chinese language in the classroom are given. Certain conclusions are drawn that the appeal to the native language of students should be methodically justified in order to increase the effectiveness of the learning process. The teacher independently determines the need to use an intermediary language in the classroom.

The relevance of the research of the stated topic is due to the need to analyze the features of the formation of linguistic and cultural competence of foreign students of a pedagogical university on the basis of a competence-based approach from the point of view of modern research and the situation that develops in the modern education system. The purpose of the study is to analyze the features of the formation of linguistic and cultural competence of foreign students of a pedagogical university on the basis of a competence-based approach. The leading approaches to the study of this process are the analysis of the concept and the main components of linguistic and cultural competence, as well as the analysis of the activities of methodologists and practicing teachers in the formation of linguistic and cultural competence of foreign students of a pedagogical university on the basis of a competence approach. As the main result of the research, the authors come to the conclusion that the formation of linguistic and cultural competence of foreign students of a pedagogical university should be carried out not only on the basis of a competence-based approach, but also with maximum immersion in Russian-language linguistic culture, and the examples of tasks given by the authors for foreign students of pedagogical specialties will help to accomplish this mission. The theoretical significance of the study is in the fact that it provides a detailed analysis of the concept of competence in general and linguistic and cultural competence in particular, identifies the features of the formation of linguistic and cultural competence of foreign students of a pedagogical university on the basis of the competence approach, and also provides examples of specific exercises aimed at its formation. The practical significance of the research lies in the fact that the research materials, as well as the conclusions made by the authors, can be successfully used to develop lesson summaries and individual exercises aimed at forming the linguistic and cultural competence of foreign students of a pedagogical university on the basis of a competence-based approach.