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ETHNOMETHODICAL MODEL OF INTENSIVE TEACHING OF RUSSIAN AS A FOREIGN LANGUAGE AT THE INITIAL STAGE
Abstract
The purpose of the article is to demonstrate the efficiency of the ethnomethodical model of teaching Russian as a foreign language (RFL) on various aspects of language and types of speech activity. The article analyzes various approaches to teaching Russian as a foreign language. An intensive approach based on ethno-oriented methodology seems to be the most promising. Taking into account the results of the analysis, the authors created an ethnomethodical model of intensive teaching of Russian as a foreign language, which consists of the following components: (1) target, (2) semantic, (3) methodical and (4) resultative. To determine the efficiency and reliability of this model in the educational process, an experiment was conducted in two groups of students. The first group used experimental materials in the lessons, and the second group studied Russian using traditional methods. As a result, the final testing was conducted, the main task of which was to determine the level of their linguistic and communicative competence. Assessment included subtests in vocabulary and grammar, in writing, reading, listening and speaking. The scores of the both groups made it possible to conclude that in the process of training based on the proposed intensive methodology, the students’ abilities in all subtests were higher by 25–30% as compared to the language learners trained by the standard scheme. The results of the study can also be used for preparing lectures for RFL teachers undergoing advanced training to familiarize them with new approaches to teaching RFL; developing distance courses for teaching Russian; or writing textbooks on the Russian language, to introduce the most effective methods into the teaching practice and creatively develop the accumulated experience of teaching this discipline.
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