Innara F. Tarzymanova

The article substantiates the need to use the microlearning method in teaching French to students – linguists of generation Z for the development of their communicative competence, since it is one of the rapidly developing directions in teaching foreign languages. Microlearning is becoming a format based on targeted and short-term cooperation of the teacher and students, mainly using electronic educational means. Despite the replication of this practice, the approaches to its definition remain diverse, and the concept itself is often interpreted with methodological uncertainty, which confirms the relevance of our research. This is especially true for microlearning the second foreign language by students – linguists of generation Z, in particular, for the development of communicative competence. The aim of the study was to describe the practice of implementing the method of microlearning French by students – linguists of generation Z for the development of their communicative competence. The research material was the theoretical and practical provisions of multimedia education, an idea of the essence of the design of microlearning foreign languages. The study involved observing the activities of teachers and students and analyzing the educational and methodological products prepared by the participants in the educational process. The scientific novelty of the study lies in the fact that it summarizes the theory and practice of implementing the method of micro-teaching the French language to students – linguists for the development of communicative competence in special pedagogical conditions of higher education. The article offers an example of a microcourse of the French language using interconnected microcontent and a system of interactive tasks based on digital platforms, which is built taking into account the research methodology. The results of the study indicate the need to use the method of microlearning French by students – linguists of generation Z for the development of their communicative competence. The mechanism for introducing the method of micro-learning French by students – linguists of generation Z for the development of communicative competence is a phased system of organizational interconnected steps, each of which is aimed at ensuring the integrity and effectiveness of the educational process: setting goals; structuring microcourse and microcontent content; preparation of interactive tasks; selection of digital platforms and multimedia learning tools; selection of control and evaluation means; development of micro lessons in a second foreign language (French); development of a set of methodological techniques for organizing educational work. The results of the study expand the scientific understanding of the importance of the method of microlearning the second foreign language by students – linguists to intensify communicative competence. The theoretical significance of the work lies in the theoretical justification of the importance of the method of micro-learning French by students – linguists of generation Z for the development of communicative competence. The practical significance of the work consists in the implementation of the method of micro-teaching the French language to students – linguists of generation Z for the development of communicative competence.

The relevance of the study is due to the growing interest of African French-speaking countries in Russian education and, as a result, the need to develop effective methods and tools for teaching Russian as a foreign language to this target audience. The use of online resources is becoming particularly relevant in the context of the digitalization of education, providing a flexible and affordable way to learn Russian as a foreign language. However, the systematic analysis and online educational platforms adapted to the needs of African Francophones for learning Russian as a foreign language remain insufficiently represented. The aim of this article is to identify, analyze and systematize existing online educational resources suitable for teaching RFL to French-speaking students from Africa, as well as to develop recommendations for their adaptation and integration into the educational process. The following approaches were used in the study: analysis of scientific and methodological literature on the problems of teaching Russian as a foreign language, comparative analysis of existing online platforms and resources for learning foreign languages, as well as assessment of existing online resources for learning Russian as a foreign language. Special attention was paid to the consideration of the contrasting linguistics of French and Russian languages, as well as socio-cultural factors influencing the learning process. The results of the study allowed us to identify the most promising online educational resources with the potential for effective teaching RFL to French-speaking students from African. The functional capabilities of the platforms, their methodological content, interactivity and adaptability to the individual needs of students were analyzed. Based on the analysis, specific recommendations were formulated for adapting existing resources and developing new ones that take into account the specifics of teaching Russian as a foreign language to French-speaking students from Africa, in particular, the need to include exercises to overcome the interference of their native language, take into account socio-cultural differences and use authentic materials reflecting modern Russian culture and realities. The theoretical significance of the research lies in the systematization and deepening of knowledge about methodological principles and approaches to teaching Russian as a foreign language to French-speaking students from Africa in the context of using online education. The work contributes to the development of theory and practice of distance learning of Russian as a foreign language, offering specific recommendations for the development and adaptation of online educational resources for a specific target audience. The practical significance of the research lies in the possibility of using the results of work by teachers of Russian as a foreign language, methodologists and developers of educational online platforms to create effective and adapted to the needs of French-speaking students from Africa educational materials and resources. The proposed recommendations can be used in designing online courses, creating interactive exercises, selecting authentic materials, and organizing remote interaction between teachers and students.