CC BY
21
УДК811.161.1
doi 10.24411/2221-0458-2019-10006
СИСТЕМА И ФОРМЫ РАБОТЫ ПО РАЗВИТИЮ РЕЧИ
(из опыта преподавания РКИ в Педагогическом университете Внутренней Монголии, КНР)
Тарыма А.В., Артына М. К.
Тувинский государственный университет, г. Кызыл
SYSTEM AND FORMS OF WORK ON THE DEVELOPMENT OF SPEECH (based on teaching Russian as a Foreign Language in Inner Mongolia Normal University, People's Republic of China)
TarymaA.V., ArtynaM.K. Tuvan State University, Kyzyl
Статья посвящена рассмотрению системы и форм работы по развитию речи студентов-иностранцев в условиях языковой и неязыковой среды. Речь идет о формировании способности и готовности осуществлять как непосредственное общение (говорение, понимание на слух), так и опосредованное общение (чтение с пониманием иноязычных текстов, письмо). Вся система обучения русскому языку подчиняется целям развития речи, целям практического, активного пользования языком как средством общения. В целом метод обучения русскому языку иностранцев может быть определен как сознательно-практический. В этом определении отражена, с одной стороны, общая установка на сознательное восприятие учащимися языковых закономерностей и, с другой - целевая установка на практическое овладение русской речью. Приводится типология аудиторных занятий по развитию речи. Анализируется типология заданий, используемых при формирования лингвистической, коммуникативной, социолингвистической компетенций обучающихся.
Ключевые слова: беседа, дискуссия, коммуникативная, лингвистическая, социолингвистическая компетенция, развитие речи.
The article is devoted to consideration of the system and forms of work on the development of foreign students' speech in a linguistic and non-linguistic environment. It is about the formation of ability and willingness to carry out both direct communication (speaking, listening) and indirect communication (reading with the understanding of foreign texts, writing). The whole system of teaching Russian is subordinated to the goals of speech development and practical use. In general, the method of teaching the Russian language to foreigners can be identified as conscious and practical one. This definition reflects, on the one hand, a general orientation towards the students' conscious perception of linguistic patterns and, on the other, a target orientation towards the practical mastery of the Russian speech. The typology of tasks used during the formation of linguistic, communicative and sociolinguistic competence of students is analyzed.
Keywords: conversation, discussion, communicative, linguistic and sociolinguistic competence, speech development.
This article is the result of understanding the many years of experience how to teach Russian in Russia and abroad. The works of both domestic and foreign researchers are devoted to the spread of the Russian language as a Foreign Language (Byram, Hu, 2013; Makarova, 2013; et al.). Russian remains the language of prestige in the CIS countries, as it still retains the position of the language used in all spheres of activity, especially in science, technology and education.
At present, the question of what is most important in teaching Russian to foreigners studying in Russian universities has been resolved quite definitely. The main task of teaching Russian to foreigners is speech development.
Speech development in the practice of teaching the Russian language to foreigners is a system of work in order to create active language skills for communication purposes. Currently, this tendency is common throughout the practice of teaching foreign languages since the end of the last century, when there was a rejection of a grammar-oriented method in the direction of a communicative approach in teaching foreign languages. "Коммуникативный метод подразумевает широкое использование интерактивных методов на занятиях, которые способствуют высокой степени мотивации, активизации познавательной и креативной деятельности студентов, быстрому усвоению изученного материала и достижению более высокого качества об-ученности, а также позволяют студентам активно включиться в обсуждение проблемы, дают возможность перенести знания из учебной ситуации в реальную. = The communicative method involves the wide use
of interactive methods in the classroom, which contribute to a high degree of motivation, enhance the cognitive and creative activities of students, quickly assimilation of the material studied and achievement of a higher quality of learning, and they [methods] also allow students to engage actively in discussion of the problem, provide an opportunity to transfer knowledge from a classroom situation in a real one." [1, p. 100]
Teaching fluency in Russian to foreigners is associated with a number of issues. Here are the most common ones:
1. What are the fundamental provisions that should form the whole system of training aimed at the practical acquisition of the language?
2. What are the principles for selecting materials for speech development work?
3. What are the forms of work that contribute to the most effective development of the speech of foreigners?
Система обучения складывается как из конкретного языкового материала, взятого для изучения, так и из определенных учебно-организационных форм, принятых в практике работы. = The training system is made up of both specific language material taken for study, and of certain teaching and organizational forms adopted in the practice of work. [10, p. 75]
Long-term practice has shown that the most correct way of learning the language by foreigners is characterized by a combination of a certain amount of necessary knowledge and skillfully selected forms and methods of enhancing speech. The educational process should include specially selected language material reversible to speech, and the work itself on the development of speech should
be structured in accordance with the specifics of the grammatical structure of the Russian language.
In the choice of teaching and speech material, the teacher takes into account its semantic value and the degree of activity of certain structures in speech. Learning materials attracted to work on speech development should be as much as possible reversible to speech. In other words, a teacher of Russian language teaching foreigners should always operate by such language facts that provide speech communication, and use such forms of work that contribute to the development of skills of active use of the Russian language to the maximum extent. The educational process organization is also influenced by non-linguistic factors. При наличии разных учебных целей по-разному строится система работы по развитию речи. Целесообразно работу по развитию речи начинать с небольшого устного курса, предшествующего работе над книгой. Если же обучающийся русскому языку иностранец должен с самого начала овладевать не только устной формой речи, но и письменной, то работа по развитию речи должна вестись параллельно с развитием навыков чтения и письма. = The system of speech development work is constructed in different ways with different learning objectives. It is advisable to begin the work on the development of speech with a small oral course preceding the work on the book. If a foreigner studying the Russian language must master not only the oral form of speech from the very beginning, but also the written one, then work on the development of speech should be conducted in parallel with the development of reading and writing skills. [12, p.101]
What can make up the whole amount of speech development work? First, it should include both work on speech perception (listening and understanding speech), produced in close connection with the accumulation and study of lexical and grammatical phenomena characteristic of the Russian language, and active speaking; second, the development of speech should be carried out in the direction of the constant activation of accumulated knowledge in the oral and written students' speech, i.e. work on the development of both speaking and writing skills should be constantly carried out; third, the development of speech implies a constant expansion of the vocabulary of students; fourth, the development of speech should contain a constant advance in the study of the lexical and grammatical features of the given language system as a whole; fifth, work on speech development should include work on automating the use of accumulated material in speech, on bringing the acquired skills to mechanical skills.
It is highly important to create a true speech situation for the development of speech. According to researchers, most Russian language textbooks for foreigners still have a pronounced grammatical orientation "(pattern transformations, fill-ins, cued responses, English to Russian translations)." [9, p.138]
True speech situations are determined by the need of students to communicate with others in everyday life, as well as with the needs associated with the specialty of students.
"Любой человек как представитель конкретного этноса обладает специфическим этническим сознанием и менталитетом и является носителем определенной культуры. Для того чтобы он полноценно усвоил не-
родной (второй) язык, необходимо рассматривать феномен языка в контексте жизнедеятельности этого человека. = Any person as a representative of a particular ethnos has a specific ethnic consciousness and mentality and is a carrier of a certain culture. In order to fully master a non-native (second) language, it is necessary to consider the phenomenon of language in the context of the life activity of this person." [7, p.108]
The curriculum should include work on the lexical and grammatical material on the most necessary topics in everyday life to prepare students for conducting everyday conversations: In the dining room. In the trolley bus. At the box office. At a party.
Analysis of modern Russian language textbooks for foreigners shows that their compilers, in addition to traditional grammar topics, try to comply with the communicative orientation of the tasks, including such sections as "Conversational Language", which explain the lexical material taking into account the relevant pragmatic conditions (contextual use of expressions), for example, the use of parasitic words, the distinction between similar conjunctions, knowledge of the subtleties of speech etiquette in various situations, etc. (Belyaev, 2017; Froehlich, 2006; Le Fleming, Kay, 2015).
Knowing not only the lexical material, but also its correct use in a certain speech context, in other words, a correct assessment of pragmatic conditions, will help to avoid serious communication failures. "Intervention of native culture, language and national consciousness in interpreting foreign culture communicative behavior and in own behavior at cross-cultural communication promotes some difficulties in
cross-cultural communication." [11, p.128]
One can hold small training discussions on a topic that is interesting and accessible to all group members. In groups of students who are preparing to become teachers of the Russian language, it is interesting to conduct training sessions under the guidance of one of the members of the group playing the role of a teacher. The teacher, thinking over the plan of work with a specific group, pre-schedules the speech situations that need to be used, and preselects and works out the necessary lexical and grammatical material in order to make the work on the development of speech most effective. "Каждый преподаватель имеет в своем арсенале определенный набор заданий в игровой интерактивной форме, которые он успешно применяет в своей педагогической деятельности: 'киносюжет', 'зебра', 'ромашка Блу-ма' и т.д. = Each teacher has in his or her arsenal, a certain set of tasks in a playful interactive form, which he/she successfully applies in his/ her teaching activities: "storyline", "zebra", "Bloom's camomile", etc." [1, p.102]
Conversation as a form of active knowledge of speech should occupy a prominent place in the practice of teaching the Russian language to foreigners.
Successful results in using the conversation as a form of communication depend on a carefully thought-out plan, starting from the preparatory stage prior to the conversation.
The preparatory work for the conversation should include the following points.
1) The choice of topic for the conversation should be well thought out. It is important to remember that you can hold an interesting lively conversation not on every topic.
2) A precondition for conducting a
conversation in groups of foreign students should be a good knowledge of the specific material on which the conversation will be conducted. The message of a particular material can be given to students either through the teacher's story (in a form accessible to students) or by asking the students to read a text selected for the interview.
Conversations can also be conducted on topics chosen by the students themselves. In this case, an important condition will be the knowledge of the basic factual content by all members of the group, which is especially important for the initial stage of training. It should be borne in mind that the understanding of foreign speech based on a guess, provided that the student has factual material, is much more active. We must not lose sight of the fact that the teacher himself/herself must know what the students will talk about, otherwise he or she will not be able to participate in the conversation actively, nor will he or she be able to direct the conversation and prevent mistakes. The choice of topics for a conversation cannot be completely trusted by the students themselves, since topics, that are impossible at a given level of training, can be taken.
3) To conduct a conversation on a particular topic, students need certain language material that they can actively use in the conversation. The basic lexical and grammatical structures necessary for the conversation must be introduced in the speech of students. For this, the teacher, focusing on a specific topic of the conversation, establishes what lexical and grammatical units for conducting this conversation are basic. The planned material is gradually introduced by the teacher in exercises, in illustrative examples, and in
homework. "Помимо традиционных упражнений, в последнее время стало актуальным использование информационно-коммуникативных технологий в практике преподавания иностранных языков, например, на основе инструментальной программы-оболочки «HotPotatoes», которая позволяет преподавателю индивидуализировать работу со студентами, а также использовать эти задания для контроля знаний, тренировки и обучения. = In addition to traditional exercises, the use of information and communication technologies in the practice of teaching foreign languages, for example, on the basis of the instrumental shell program HotPotatoes, which allows the teacher to personalize work with students, as well as to use these tasks to control knowledge, coaching and training." [5, p.52]
Thematic training dictionaries are useful to make a conversation on certain topics, which students can conduct under the guidance of a teacher, including lexical and grammatical material in these dictionaries, located according to the topics: My work day. At the lecture. In library. In the club. What news in the newspaper? etc.
It is necessary to use coherent texts containing active speech material that take on special significance to work at such topics. Connected texts provide students with opportunity to produce speech more actively and freely.
Retelling as a form of communication, which makes it possible to check students' understanding of what they read or listened to, as well as the degree of active mastering the necessary material, is widely included in the work on the development of speech.
Listening exercises on the text with its
subsequent retelling are accompanied by recommendations of two types:
a) lists of words whose perception may be difficult for students are highlighted. It is advisable to pre-explain such words without in-depth study - these words are not for active learning;
b) words, phrases, and constructions are highlighted in the text in boldface, on which it is advisable to work in the process of studying the text - this is the material for active learning.
Творческая инициатива учащихся хорошо проявляется в работе над рассказом по ключевым (опорным) словам. Количество ключевых слов и словосочетаний может быть ограничено в большей или меньшей степени: могут быть взяты слова определенной морфологической категории, например глаголы, или же слова разных частей речи. = The creative initiative of students is well manifested in the work on the story on key (reference) words. The number of keywords and phrases may be limited to a greater or lesser extent: words of a certain morphological category may be taken, for example, verbs, or words of different parts of speech. [13, p.97]
In practice, the story "in chain order" is quite
widely used in groups. This type of work on the development of speech activates students, causes interest and lively participation in work, enhances creative fiction. In order to make it more successful, such an "in chain order" story (when one of the students begins the story, and others continue it in turn, introducing new plot details gradually), a lot of preparatory work of the teacher is needed, an interesting, entertaining topic is needed, students need to be trained in carrying out such stories.
Foreign students should acquire "языковой, коммуникативной и культурологической компетенциями на уровне современных требований, необходимо повысить воспитательный потенциал русского языка в диалоге культур и проводить мероприятия по гармонизации межнациональных отношений и популяризующих русский язык и культуру России = linguistic, communicative and culturological competences at the level of modern requirements, it is necessary to increase the educational potential of the Russian language in the dialogue of cultures and to take measures to harmonize interethnic relations and popularize the Russian language and culture of Russia." [4, p.112]
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Тарыма А.В., кандидат филологических наук, доцент кафедры русского языка и литературы, Тувинский государственный университет (Кызыл, Россия) E-mail: tar-aleftina@yandex.ru
Артына М.К., кандидат филологических наук, доцент, заведующий кафедрой иностранных языков, Тувинский государственный университет (Кызыл, Россия) E-mail: mirartyna@yandex.ru
Taryma A.V., Candidate of Philological Sciences, Associate Professor, Russian Language and Literature Department, Tuvan State University (Kyzyl, Russia) E-mail: tar-aleftina@yandex.ru
Artyna M.K., Candidate of Philological Sciences, Associate Professor, Head of the Foreign Languages Department, Tuvan State University (Kyzyl, Russia) E-mail: mirartyna@yandex.ru
Дата поступления статьи в редакцию 04.06.19
