Keyword: «french»

The relevance of this comparative study devoted to the theoretical and practical training of future French teachers in the conditions of the coronavirus (COVID-2019) pandemic is due to the challenge for educational institutions, global trends in the development of teacher education, national priorities for the implementation of professional and pedagogical training of French teachers in Russia and Kazakhstan, as well as educational strategies of universities of the above mentioned countries (Kazan Federal University, L.N. Gumilyov Eurasian National University). The article analyzes the institutional contexts of the education of future teachers of the French language in the conditions of the coronavirus (COVID-2019) pandemic, changes in the content and procedural aspects, as well as the evaluation component of their professional training. The priority of the research is to assess the impact of the pandemic conditions on the quality of training of a future French teacher, the formation of his teaching skills; to identify and substantiate the principles of professional training of a future French teacher. The research is based on a systemic and activity-oriented approach. The data for the study were provided by 20 teachers and 44 students of universities in Russia and Kazakhstan. The authors made an analysis of scientific literature, a reflexive and systematic analysis of pedagogical activity, a factorial qualitative analysis of semi-structured interviews with agents of the educational process (students and teachers). The results of the study show the potential of integrating the theoretical and practical training of a future French teacher in the conditions of a pandemic in case of following the principles of modularity, polymodality (multimedia), continuity of the content of disciplines and practices, intercommunication of educational agents, coordinating of evaluation tools of theoretical and practical disciplines. A particular difficulty in teaching future teachers of the French language is the transition from full-time to distance learning, the presence of gaps in the field of digital didactics. The results of the research can be used in the development of educational programs for the training of teachers of the French language, and the implementation of joint research in the field of comparative pedagogy.

The article is focused on the studying of the historical significance of learning foreign languages in the Russian Empire before the Revolution. The reasons for studying French, German and English are also discussed. the practical significance of linguistics in that period is analyzed and some aspects of learning languages are compared in the historical aspect.

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.