Keyword: «culturological approach»

In article the purpose to consider a concept "the Russian song" as the difficult mental education with multipurpose system of expressiveness and pictorialism in the art text including the individual and author's picture of the world which has found reflection in ZakharPrilepin's novel "Monastery" is set. It is proved that a concept "the Russian song" performs the following traditional functions in the work: expression of an author's position; disclosure of the Russian soul (grief, melancholy, daring, poetry); manifestation of the Russian character (patriotism, sincerity, openness); characteristic of psychological state of the hero; means of an emotional discharge, etc. The concept "the Russian song" is close in the representation to concepts "truth", "freedom", "honor". The crisis of spirituality which has happened at the beginning of the XX century has caused formation of new functionality: the Russian song began to perform function of an absurdization of reality ("hand bell"), identifications as adaptability (MoiseySolomonovich's song), function of masking of vicious passions, ideological function that wasn't peculiar to "the Russian song" earlier.

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 article deals with the current condition of the Russian language teacher training system in China. The relevance of the problem under study is due to the need for scientific knowledge of modern didactic and methodological approaches that are appropriate to apply to improve the quality of Russian language teacher training for Chinese universities and which would be a theoretical basis for productive resolution of existing contradictions in this sphere. The aim of the study is to identify and characterize the structural components and relations between them in the system of Russian language teacher training for higher education institutions of China. The leading approach to the study of the problem is a systemic and holistic approach, which allowed to consider the system of preparation of teachers of Russian language in China as an integral object, in the unity, relationship and mutual influence of its components, to identify contradictions in the development of this system and determine the mechanisms of their resolution. As a result of the study it was found that the structure of the system under study should be considered in two aspects – external and internal. On the external side, the system of Russian language teachers' training in China includes educational organizations, regulatory documents, regulating their activities, and staffing of educational institutions, where Russian language teachers are trained. From the internal side the system of Russian language teachers training can be considered as a didactic phenomenon, including the following components: the purpose of professional training; conceptual basis for training teachers of Russian as a foreign language; content component; methodological component; diagnostic component. Internal contradictions in the development of the system were revealed, the main of which is the contradiction between the stated in the regulatory documents and implemented in practice didactic approaches to the training of teachers of Russian language. The theoretical significance of the results of the study consists in the fact that they can become the basis for the development of a model for the training of teachers of Russian as a foreign language in the native socio-cultural environment for future specialists. The practical significance of the results of the study is determined by the potential of their use in the educational process of the university in order to improve the quality of training of teachers of Russian as a foreign language.