Open AccessTHE PRIORITY GUIDELINES IN THE PRACTICE OF TEACHING RUSSIAN AS A SECOND LANGUAGE
Author(s) -
U. Zhanpeis,
N. Ozekbayeva,
Zh. Kuanyshbayevа
Publication year - 2020
Publication title -
habaršy. filologiâ ġylymdary seriâsy
Language(s) - English
Resource type - Journals
ISSN - 1728-7804
DOI - 10.51889/2020-3.1728-7804.52
Subject(s) - communicative competence , spelling , computer science , competence (human resources) , set (abstract data type) , curriculum , linguistic competence , cognition , linguistics , psychology , mathematics education , pedagogy , social psychology , philosophy , neuroscience , programming language
The formation of a profile-oriented communicative competence of future specialists is a priority goal of the General education discipline "Russian language". Russian Russian language teaching's main function is to present the Russian language both as a system, as a functioning mechanism, and as a picture of the world, as an ordered set of signs that convey the system of knowledge about objective reality fixed in them, or as a thesaurus. The University course of Russian language, focused on level training according to the new standard curriculum, contains potential opportunities for wide application of critical thinking technology methods and game technology techniques. The basis of the linguistic game is the content, which consists in the acquisition of knowledge, skills and abilities necessary for the study of program topics. The Russian language course at the University should not only have a cognitive and communicative character, focus on the assimilation of language categories and their functions to instill grammatical, spelling and speech skills, a comprehensive activation of the main types of speech activity of students, but also on the development of the motivational basis for studying this General discipline. The article offers a set of tasks with elements of innovative training.