LINGVODIDACTICAL INNOVATIONS IN TEACHING METHODS OF RUSSIAN AS FOREIGN
Ikhsangalieva G.K.,
Doctor of Philology, professor
Nurzhanova Zh.S.,
PhD,
associate professor
(Almaty, al-Farabi Kazakh National
University)
For the last decades the world has cardinally
changed habitual system of coordinates. Globalization processes
in society affected not only the external aspects of life and the political situation, but also the basic values, attitudes and habits
of people.
TV,
computer, mobile phones, Internet, mass tourism and possibility of
correspondence and synchronous conversation in the form of a chat via Internet
became an integral part of life between new generations of students. There is
the general Americanization of thinking of modern youth.
Transformation of
the thinking manner and behavior of people can't but be reflected in methods of
training languages. The prompt metamorphoses happening to society, influenced
not only on its state, but also were an effective impulse for emergence of
various approaches in training Russian as foreign.
The
rapid transition from analog technologies to
digital, the growing social requirement of
moving the consumers and labor
resources to the network world, the formation of a Web lifestyle, work,
education radically changes pedagogical
processes, linguistics, teaching methods of Russian As Foreign,
demands a new methodology in creation of
the innovative learning environments
in training languages.
One
of the global characteristics of the twenty-first
century is the statement as
the dominating innovative way of development. The
pressure of modern information processes
outlined significant semantic shifts in teaching
methods of RAF, which must be
flexible and take into account all the factors affecting the success of training.
Specifics
of teaching Russian as foreign is in training skills
and abilities during mastering
process;
learning to kinds of speech activity
- listening, speaking, reading, writing - requires
the use of multimedia and
interactive services unlike training disciplines of other
subjects.
The
pedagogical community has come to a new interpretation of the role
of the teacher: teacher can't carry out
a role of the simple translator of knowledge and skills. Teacher has to help pupils in the course of
training.
The
successful teaching is possible if each teacher will rely on the following basic
principles.
Firstly,
students need to have strong motivational base which leads to
fast and good results.
Secondly, language
learning should be “studentcentric” because it
is necessary to consider individual features
of pupils who differ from each other not only by varying perceptions of different
senses, but also the fact that the process of knowing they have is different. .
Thirdly,
it is necessary to modernize radically technological basis of training in
Russian. New technologies can give a
new impulse.
Fourthly, language
learning plays an important role by ease and naturalness communication between
teacher and students.
Fifthly,
the prerequisite for successful communication in Russian is the dosage,
coverage and presentation of the grammatical material which should
to be focused on practice.
In
quickly changing conditions of informational society the modern realities
demand from teachers to update lingvodidaktical innovative
potential, to implement in practice the most effective training methods and
technologies and creatively develop the accumulated
theoretical and practical experience of teaching the subject.
In
this regard, there is a need to understand
the goals and objectives of modern
lingvodidaktical innovatics considering
scientific and methodical, organizational and pedagogical potential of the entire education
system during the previous years and
eras and make a brief summary.
Lingvodidaktical innovation
is defined as any pedagogical innovation based
on the latest scientific, technical and technological advances to meet the actual needs of linguistics.
Lately innovative trends in teaching methods
of RAF include the use of such technologies as project activities, interactive
and contextual training [1].
As project
activity is understood innovative, creative activity which is directed on
transformation of reality and is based on dialogue of participants during
educational process. The main feature of project technology is that the trainee
is in the center of the process of training and the accent is displaced from
training to studying. The project technique is focused on application and
acquisition of the new actual knowledge by self-organization and self-education
of students.
Polat E.S. considers a project
technique as set of searching and creative methods, representing didactic means
to enhance the cognition, development and
creativity while the
formation of certain personal qualities of students is
in the process of creating a specific
product [2].
As the main the project technique puts forward the following purposes:
1) self-expression and self-improvement of pupils, increase of motivation
of training, formation of cognitive interest;
2) realization in practice of the acquired skills, speech development,
ability to present competently and with deep arguments the studied material, to
conduct debatable polemic;
3) demonstration of the level of culture, education, social maturity.
The types of projects include role playing, research,
creative works (essays, translations, scripts, etc.), multimedia presentations.
Many modern methodological innovations are
connected with application of interactive methods of training. Interactive
training is primarily dialog training, during which is making the interaction
between teacher and student, steeped in communication. Language is
acquired
during natural communication, organizer and participant is a teacher. Emotional
relationships in the classroom and humorous tone of teacher communicating with
students promote natural learning. Thus the ultimate goal and the
main content of educational process remains, but broadcasting forms are
modified in dialogue forms which are based on mutual understanding and
interaction.
The idea of contextual training is also connected with
modern requirements of the society to the being trained personality who during
the process of education has to turn from object of pedagogical manipulations
into the subject of own self-development. In this regard by the beginning of
the XXI century in the technique of teaching RAF was created ‘formed culture
concept’ focusing the teacher on training of the students in cross-cultural
communication. The teacher has to develop the students' understanding of the
language as a reflection of national and universal social and cultural reality.
Thus, the formation of intercultural competence in the educational process is
carried out through intercultural education.
A characteristic features of lingvodidaktical innovations
at the present stage it is
necessary to consider as their close interrelation with the last scientific
technical and technological achievements of intellectual activity of the
person, which refers to the complex variety
of information and communication technologies.
One
more innovative trend of our time is existence of various models of training in
the language, constructed on computer technologies obtaining expeditious
information from every spot on the globe and access to world information
resources, accumulation and storage of information, its recovery and recycling, and also an exchange of it with
the widest range of partners in communication.
Use of modern technical means promotes learning efficiency to language
in the most various conditions and at all its levels. Presentation of new
lexicon by means of electronic dictionaries, online dictionaries, smart phones,
and demonstration of videos by means of laptops, tablets, record on a tape of
dialog reading by students, micro texts, verses and correction of their
pronunciation also possess a certain methodical novelty.
It is necessary to refer natural moving
of process of training to a web page format as essential innovatics of language
training. Training game always was considered as the strongest didactic
incentive in pedagogical process. Therefore its emergence in electronic form
has special value owing to the specifics. Innovative qualities of electronic
means allow to make interactive training game and now it is an obligatory
component of each lesson during training in different aspects of speech
activity of Russian.
All of these trends of innovative teaching methods of RAF are presented in
the professional activity of teachers of the language chair and general education training of foreigners in
the al-Farabi Kazakh national university, where
the trained foreign student acts as the active subject of learning
activity.
References
1. Shchukin
A. N. Sovremennyye intensivnyye metody i tekhnologii obucheniya inostrannym
yazykam / A. N Shchukin.– M.: Filomatis, 2008. –188 p.
2. Polat
Ye.S. Metod proyektov na urokakh
inostrannogo yazyka / IYaSh. - 2000. -¹2, 3. - P.14, 27.