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THEORETICAL AND METHODOLOGICAL BASIS OF THE PROJECT METHODOLOGY USAGE IN TEACHING RUSSIAN LANGUAGE TO STUDENTS OF MEDICAL SPECIALTIES AT NONLINGUISTIC UNIVERSITIES
Abstract
The purpose of this article is to theoretically substantiate the project methodology for teaching students of medical specialties and its practical application at Russian lessons. At the Department of the Russian Language of the Medical Institute of the Peoples' Friendship University of Russia, students, together with teachers of the Russian Language Department, developed creative projects. The experiment was conducted in two groups of students. The first group used the project methodology in the classroom, and the second group studied the Russian language using traditional methods. Our research was conducted on the basis of medical discourse. Comparison of the learning outcomes of the two groups shows that the students who participated in the implementation of collective projects achieved higher results in mastering the communication skills in the professional sphere compared to those in the second group. The experiment showed that the usage of the project methodology in teaching Russian to students of medical specialties gives particularly good results. After testing knowledge on one of the topics containing a large number of new special terms, we found that the quality of knowledge has increased by at least 30%. The results of the research can also be used in conducting lecture and special courses on the theory and methodology of teaching foreign languages, developing educational materials for students of medical specialties.
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