Roman Belyanskii

The problem of optimizing the process of teaching the Russian language to foreign first-year students in non-linguistic universities and the formation of universal competence determine the relevance of the study in the article. The aim of the study is the theoretical and practical justification of the linguoculturological paradigm of teaching Russian to foreign first-year students in non-linguistic universities. To achieve the goal of the study, the survey method was used to obtain objective and subjective information about the success of Russian-language communication of first-year foreign students in non-linguistic universities and the usefulness of materials provided to students for learning the Russian language and culture of the country. According to the results of the study, the article presents a didactic model of teaching Russian to foreign first-year students in non-linguistic universities, developed in the context of a linguocultural paradigm. The proposed training model is implemented in Russian and foreign universities. The didactic model of training is aimed at the formation of universal competence among students. Universal competence assumes that students will use the acquired skills and knowledge in the field of the Russian language in order to establish intercultural communication in the country of the language being studied. Universal competence in the framework of the study includes the linguistic component, speech, subject and cultural components. The novelty of the study lies in the fact that an attempt was made to theoretically substantiate and develop a linguoculturological paradigm for teaching Russian to foreign first-year students in non-linguistic universities – based on the identified communicative and cultural needs, as well as theoretically justify the selection and presentation of linguistic and cultural materials that would contribute to the formation of universal competence. The theoretical significance and practical value of the work lies in the fact that a linguocultural paradigm of teaching the Russian language is developed on the basis of studying the linguodidactic and cultural needs of foreign first-year students in non-linguistic universities and correlating them with the communicative needs for using the Russian language in the country of the studied language.

The relevance of the study is determined by: insufficient research of theoretical issues related to teaching communicative grammar to students of non-linguistic universities in the domestic methodology; the need to develop methods for intensifying teaching of communicative English grammar and creating an appropriate model, taking into account the systematization of teaching methods and tools. The aim of the study is the theoretical and practical justification of the methodology of intensification of teaching communicative English grammar in a non-linguistic university. To achieve the goal of the study, the following methods were used: cognitive-generalizing methods; analysis of linguistic-didactic requirements for the content of the program for teaching a foreign language students of non-linguistic universities; diagnostic methods (questioning, interviewing students, group and individual conversations); prognostic methods; conducting experimental training in order to verify the effectiveness of the proposed complex of communicative grammar tasks; mathematical methods (student testing, qualitative and quantitative analysis of the data obtained). According to the results of the study, the article presents the theoretical and practical justification of the need and significance of developing a methodology for intensifying teaching communicative English grammar in a non-linguistic university. The theoretical significance of the study lies in the scientific and practical justification of the interactive model of teaching students communicative English grammar. The pedagogical model includes: the stages of the formation and development of communicative grammatical skills and abilities; functionally systematized teaching methods; criteria for the selection and organization of educational grammatical material, taking into account the specifics of the learning environment; criteria for assessing the level of formation of communicative grammatical skills. The practical value of the study lies in the creation of an interactive model for teaching communicative grammar using the algorithm for the formation of communicative grammar skills and abilities based on a set of grammatical tasks that implement the research methodology.