Methods of Teaching Russian as a Foreign Language in the Digitalisation Era
DOI:
https://doi.org/10.30827/cre.v21.33691Palabras clave:
Russian as a foreign language (RFL), teaching RFL, foreign students, pedagogical conditions, digital interactive exercises, digital transformationResumen
The study highlights some issues related to the methodology of teaching Russian as a foreign language (RFL) in the digital transformation of a non-language university. The relevance of the research topic is conditioned by the significance of the choice of optimal exercises for teaching RFL. The aim of the research is to develop and theoretically substantiate the integration of pedagogical conditions into the practice of teaching RFL to enhance the effectiveness of forming foreign students’ communicative and linguocultural competencies. The analysis of the results before and after the experiment in foreign students who changed the level of RFL under the influence of a set of selected pedagogical conditions is presented.
Materials and methods. In the course of the research a set of methods was applied: analysis and generalisation of pedagogical and psychological literature; pedagogical observation; interviewing; pedagogical experiment. The design of digital interactive exercises and approbation of pedagogical conditions of effective teaching of RFL were carried out. The research was conducted in the control and experimental groups, 44 students in each on the basis of the Russian State Agrarian University – Moscow Timiryazev Agricultural Academy.
The results of the experiment and subsequent data analysis led to conclusions regarding the potential of digital interactive exercises and the effectiveness of the selected pedagogical conditions for teaching RFL. These conditions include: the implementation of digital interactive exercises; the development of diagnostic tools for assessing the Russian language proficiency of international students; the creation of a digital environment for their creative verbal expression; and the engagement of foreign students in an active digital space through evaluative activities. A longitudinal diagnostic study served as the key method, evaluating the effectiveness of the pedagogical intervention by measuring the Russian language proficiency of international students both prior to and following the application of digital interactive exercises. Conclusions about the effectiveness of the methodology of teaching RFL are formulated, as well as directions for further research in this area are highlighted. The study found that the successful completion of digital interactive exercises is contingent upon the students’ high linguistic proficiency, general erudition, and cultural-linguistic awareness.
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