Scholarly record

PLACE AND ROLE OF TECHNIQUE “MOBILE VIDEO” IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

I. Prosvirkina, O. Porol, A. Frolova, G.Ungarbayeva, A. Massalimova

Abstract

The purpose of this article is to design the new method called by authors "mobile video" within the existing technique of blended learning. Creating an educational product on the basis of popular modern technology, we understand what needs to be defined, for what purpose it is possible to use "mobile video", what is its place in the system of teaching, in particular when studying Russian language by foreign students. We consider that "mobile video" as a teaching method well fits into the technique of blended learning which allows using the "mobile video" method in various situations: for the organization of educational process, for the organization of independent work, etc. The subject of the article is the description of "mobile video" as a new method which is used within the technique of blended learning in method of teaching Russian as a foreign language. In the article we have described a creative method "mobile video", the variants of applying it within the submodel "flipped classroom" to enrich the word stock of foreign students at lessons of Russian language and at organization of out-of-class self-work. Also the types of "mobile video" such as video review, video monologue, video dialogue and video polylogue are described. To determine efficiency and reliability of this method as a way to enrich studentsВ’ speech with lexical units and include them into communicative practice with the help of modern technology, especially the technique of blended learning in the educational process the experiment in two groups of students was conducted. The first group used experimental materials at lessons, and the second group learned Russian with the help of traditional methods. As a result the final test which objective was determining of level of communicative competence of students was carried out. Assessment included subtests on listening and oral speech. The comparative analysis of test results of control and experimental group allows drawing a conclusion that use of some submodels of blended learning including the mobile video method in the educational process is much higher (for 30-40%) in experimental group. Thus, use of the mobile video method within the technique of blended learning promotes to 1) effective mastering of lexical units of Russian language, 2) their usage in oral speech, 3) ability to allocate known lexical units in oral speech.

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DOI resolver: doi.org/10.5593/sgemsocial2018/3.4/S13.071

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