Interactive methods in training Russian language foreign students

Acceleration is the modern method of teaching Russian as a foreign language; accelerating the pace of training, the desire for greater optimization, intensification of the learning process. For a more perfect practical mastery of a foreign language, it is necessary within certain limits to understand oral and written speech in a given language and be able to express their opinions on it. This leads to a simple conclusion that in the typical case, the subject of education should not be Russian.

Language in general, and speech in Russian, the processes of speech generation. The difference between language and speech is most evident when learning a foreign language, in the process, on the one hand, the language is studied, i.e. The mastery of the theory of language takes place, on the other hand, the teaching of speech, ie, teaching speech, listening, reading and writing. As a result of studying the language, knowledge is acquired, as a result of practice -skills and abilities.

Intensive training is perceived as a specific training system. Within its framework, new principles of selection and organization of speech and language material have been developed, of which the leading, are the activity, personal-role, situational-thematic. A new dynamic model of teaching and managing the communicative and educational activities of trainees has been created. The ability to communicate in a foreign language is the modeling by them in the speech practice of the processes of generation, semantic perception and communal interaction of speech utterances and the formation of appropriate mechanisms. Of particular importance are the acquisition by the trained psychotechnics of verbal communication and the achievement of a number of pedagogical goals in teaching.

Intensive instruction in a foreign language, based on the activity and communication-personal approaches, considers the practice of foreign-language communication with socio-psychological positions. This is a specially organized learning communication, in the course of which accelerated cognitive enrichment and active creative development of the personality are achieved through a system of controlled group interactions.

Methods of interactive learning are interpreted as the optimal implementation of some progressive trends in general pedagogy and psychology, in particular in. the context of the problems of the educational role of learning processes. Here the main goal of education is the mastery of students in a foreign language speech. It is known that foreigners who study Russian at home in their homeland are powerless, getting to our country. They cannot apply the knowledge they have gained. Therefore, special importance is attached to the language environment, where the acquisition of practical skills of speech communication takes place.

As the doctor of pedagogical sciences, professor G.A. Kitaigorodskaya, the goal of intensive training RCTs - in the shortest possible time to acquire the skills of foreign-language communication. She believes that the content of intensive training is the acquisition of a set of skills and abilities that are sufficient and necessary for effective activity in a particular field, as well as mastering the language material that provides the formation, development and use of these skills. Intensive training is in its educational function. [1]

Proceeding from this, we believe that the implementation of the installation to disclose the reserves of the student's personality provides such conditions as:

• -    the authority of the teacher and his creative role;

• - creating trust in the group and the teacher with the group;

• -    high emotional tone of the audience and emotional involvement in the learning process;

• -    highly motivated educational activity aimed at maintaining training;

• -    an activity approach to the assimilation of RCTs.

In conditions of intensity, interactive learning takes place, in which trainees can use their potential for real communication. First of all, it is about revealing and developing the abilities, skills, attitudes and views that are necessary to achieve the goal.

Students are offered such forms of activity that force them to use the Russian language and thus absorb it. Students become the authors of their statements, they are more likely to learn this language, because they themselves determine what they want to express. Students learn to listen to themselves in the process of speaking. The initial stage in teaching the Russian language as a foreign language has its own specifics, which is determined by the nature of the minimization of linguistic material, its volume, , reproduction and free production of students, methods and techniques for its introduction and consolidation. Therefore, the textbook in interactive learning belongs to one of the main places. For the initial stage, they should linguistically represent the model of the Russian language in the simplest, but strictly normative form, which is the core of the Russian speech system. Such a model should teach foreigners the mechanism of speech generation in Russian for the needs of elementary communication. The very notion of communicative significance can not be determined without the creation of an appropriate vocabulary of elementary topics and communication situations in which these units are predominantly used. The presentation of a modern textbook includes, on the one hand, modeling the main points of the educational process, on the other hand, modeling of speech activity carried out within the micro-language offered by the textbook. The specific orientation of the textbook presupposes, first of all, the allocation of those types of speech activity that are subject to mastering, and a certain level of language proficiency that must be achieved for each of these species. Modeling of speech activity can be concretized as modeling of speech activity by its main types (listening, speaking, reading, writing) in the proportion necessary for the realization of specific goals. As the main points of the humanistic psychology of foreign scientists K. Roge rsa, F.Perlsa, etc., the methods of interactive learning usually include discussion, heuristic conversation, brainstorming, business game, role play, etc. The choice of this or that method of instruction is determined on the basis of the training tasks, fears and expectations of the group of proficiency of the teacher by this or that method, the context of the situation. Undoubtedly, the use of these methods in the learning process implies a reciprocally-mediated activity of the teacher and students. [2] Such cooperation is carried out through the organization of speech, in which all its participants are equally active. This form of relationship does not at all neglect the differences in life experience and levels of education of the teacher and student. They exchange ideas, having equal dignity and the right to judgment. When using interactive teaching methods, getting an education becomes fascinating and popular, the motivation of students to study increases.