Psychological and pedagogical knowledge as a determinant of linguodidactic technologies of teaching russian as a foreign language: Stage of speech adaptation
Psychological and pedagogical knowledge as a determinant of linguodidactic technologies of teaching russian as a foreign language: Stage of speech adaptation
Fonte: Revista Turismo Estudos e Práticas - RTEP/UERN; No. 1 (2020): GEPLAT: Caderno Suplementar; 1-17
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Resumo: The authors’ attention is focused on the identification and scientific description of the psychological and pedagogical grounds of changes in the linguodidactic trajectory in Russian universities as the basis of a multidimensional model of teaching Russian as a foreign language at the initial stage. The research position is based on the system analysis of the structure and content of the modern communicative field, which determines the functioning of the standard form of Russian as a subject of study and at the same time determines the formation of new mechanisms of “assignment” of knowledge. The methodological concept of the study was based on both empirical methods and methods of general and private psychology, with special attention paid to the continuous/inclusive monitoring of the formation of linguistic and socio-cultural competence of inophones at the stage of speech adaptation with the identification of critical aspects due to psychocognitive and ethnomental characteristics of the audience. The combination of methods of complex theoretical description and sociopedagogical, observational, basic diagnostic research, extrapolated to the real educational process of the preparatory faculty, made it possible to taxonomy actual features of the initial stage of teaching Russian as a foreign language; to characterize the modern principles and basic conditions of an effective approach to teaching Russian as a foreign language at the initial stage; to qualify and categorize the basic factors determining the linguistic and methodological vector of pedagogical activity at the stage of speech adaptation; to identify the content formants and orientation of linguodidactic technologies, involving orientation to cognitive/communicative/axiological expectations of students. The results of the study and testing of new methodological guidelines indicate that the proposed linguistic and methodological strategy will ensure the active development of inophones’ cognitive and creative ability to self-education, which will create equal communication conditions between students and teachers, will open the possibility to successfully build speech interaction with other communicants and will be a foundation for the formation of a multilingual and multicultural personality.
