Problems of communicative-oriented learning at the level of pre-university preparation: Russian as a foreign language


The article deals with the problems of communicative-oriented learning at the stage of pre-university preparation, defines the concept of “communicativeness” and gives its interpretation. In the methodology of teaching Russian as a foreign language, methods and approaches are constantly being improved to successfully create communicative competence in foreign language students. The article focuses on the relevance of the considered methodological problem and identifies new approaches to its solution. It contains an overview of the methodological literature, which studies the goals and objectives of communicative foreign language teaching. Our research highlights the main reasons, preventing the effective learning of a foreign language in the period of pre-university preparation and outlines the goals and tasks leading to the solution of this methodological problem, including the ethnomethodological approach. The article provides recommendations and examples of practical nature with the aim to implement an effective educational process in foreign-language learning. The article also focuses on the problems and causes of communicative failure in educational and cognitive activity of foreign students during their pre-university preparation. To conclude, the communicative-oriented approach is a method of integrated work in foreign language learning.

Key words: 

Russian as a foreign language, communicative approach, communicative competence, ethnomethodology, educational and cognitive activity, pre-university learning.

Аrticle326.11 KB