Спеціфіка навчання російської мови іноземних тюркомовних студентів інженерного профілю
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Дата
2015
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Анотація
У статті розглядається специфіка навчання російської мови іноземних тюркомовних студентів інженерного профілю з урахуванням їх когнітивного стилю та рідної мови. Встановлено, що цим студентам переважно властивий аналітичний когнітивний стиль, відповідно до якого варто застосовувати певні методичні прийоми та стратегії навчання. Подано стратегії оволодіння іноземною/російською мовою під час навчання письма з урахуванням когнітивного стилю студентів. Доведено, що розбіжності в російській і тюркських мовах чинять інтерферуючий вплив на російське мовлення студентів.
The article deals with the specifics of teaching Russian to foreign students Turkic engineering profile with regard to their cognitive style and language. It is established that these students usually inherent an analytical cognitive style, according to which it is necessary to apply certain instructional techniques and learning strategies. The main of them can be considered: 1) the authenticity of the materials used; 2) the deductive, analytic presentation of the material; 3) step by step, concentric presentation of the material; 4) work strictly on a pre-stated plan; 5) focus on the written aspect of speech; 6) consideration of the most difficult topics of grammar of the Russian language; 7) out of context grammar exercises; 8) emphasis on the clear guidelines that exclude footnotes; 9) numerous training materials for various engineering disciplines; 10) oral perform of all the exercises in the classroom and their subsequent recording from memory at home; 11) a teacher reading on tape all texts and exercises; 12) the analysis of the morphological structure of the words; 13) the thematic lists one root words and expressions; 14) the use of tables as illustrations; 15) summarizing, synthesizing the material at the end of the cycle. The posted strategy of learning Russian for teaching writing is based on the students’ cognitive style. It is proved that the differences in the Russian and Turkic languages have an interfering effect on the Russian speech of the students. It is found that grammatical difficulties are specific to a particular nation, namely Turkic audience, and relate to basic researches, which are of great theoretical and practical importance in teaching Russian as a foreign language. It is important to bear in mind that a number of phenomena of grammatical structure, texts in Russian and native languages has a low frequency of a particular area of application in their native language, causing difficulties to the foreign Turkic-speaking students. The difficulties in the Russian and Turkic languages arise in the recognition of the semantic content of the live broadcast due to the interfering influence of the Turkic languages. To optimize teaching Russian to foreign students Turkic engineering profile it is expedient to use the principles, the methods and techniques relevant to develop the cognitive strategies, taking into account their cognitive preferences and typological differences in the Russian and native (Turkic) languages.
The article deals with the specifics of teaching Russian to foreign students Turkic engineering profile with regard to their cognitive style and language. It is established that these students usually inherent an analytical cognitive style, according to which it is necessary to apply certain instructional techniques and learning strategies. The main of them can be considered: 1) the authenticity of the materials used; 2) the deductive, analytic presentation of the material; 3) step by step, concentric presentation of the material; 4) work strictly on a pre-stated plan; 5) focus on the written aspect of speech; 6) consideration of the most difficult topics of grammar of the Russian language; 7) out of context grammar exercises; 8) emphasis on the clear guidelines that exclude footnotes; 9) numerous training materials for various engineering disciplines; 10) oral perform of all the exercises in the classroom and their subsequent recording from memory at home; 11) a teacher reading on tape all texts and exercises; 12) the analysis of the morphological structure of the words; 13) the thematic lists one root words and expressions; 14) the use of tables as illustrations; 15) summarizing, synthesizing the material at the end of the cycle. The posted strategy of learning Russian for teaching writing is based on the students’ cognitive style. It is proved that the differences in the Russian and Turkic languages have an interfering effect on the Russian speech of the students. It is found that grammatical difficulties are specific to a particular nation, namely Turkic audience, and relate to basic researches, which are of great theoretical and practical importance in teaching Russian as a foreign language. It is important to bear in mind that a number of phenomena of grammatical structure, texts in Russian and native languages has a low frequency of a particular area of application in their native language, causing difficulties to the foreign Turkic-speaking students. The difficulties in the Russian and Turkic languages arise in the recognition of the semantic content of the live broadcast due to the interfering influence of the Turkic languages. To optimize teaching Russian to foreign students Turkic engineering profile it is expedient to use the principles, the methods and techniques relevant to develop the cognitive strategies, taking into account their cognitive preferences and typological differences in the Russian and native (Turkic) languages.
Опис
Ключові слова
російська мова, тюркські мови, стратегія, прийоми навчання, когнітивний стиль, інженерний профіль, інтерференція, помилка, Russian and Turkic languages, strategy, training techniques, cognitive style, engineering profile, interference, error
Бібліографічний опис
Гирич, З. І. Спеціфіка навчання російської мови іноземних тюркомовних студентів інженерного профілю [Текст] / З. І. Гирич // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2015. – № 1 (45). – С. 120–127.