Experience of training grammar at non-language University (the case of studying Russian by medical students)

UDC 811.161.1:37.09

https://doi.org/10.20339/AM.11-21.072

S.V. Volynkina is Cand. Sci. (Philology), Ass. Prof. at Krasnoyarsk State Medical University n.a. V.F. Voino-Yasenetsky e-mail: volinkina-zapad@mail.ru

Studied are issues related to ensuring better quality and efficiency of teaching the Russian grammar to students not specializing in philology. Relevance of this subject is illustrated, on the one hand, by the lack of attention paid by researchers to the problems arising from teaching Russian in non-linguistic universities. On the other hand, it is illustrated by significant shifts in the quality and methodology of acquiring knowledge by nowadays students who were born in the Internet era and are oriented towards digital and practical learning while being unprepared to real (non-virtual) communication and often incapable of presenting their thoughts in a precise and logical way. Based on the analysis of linguo-didactic literature and many years of practical work at a non-linguistic university, the author's methodology of motivating students to learn and master the norms of Russian grammar is provided. Characteristic of the aforementioned approach is a synthesis of traditional reproductive teaching methods with creative activities, which enable full engagement of students’ imagination, development of their conceptual thinking, motivating them to study the language and, through this process, to active self-expression. Moreover, a substantial creative component implied by this method enables overcoming a serious problem of modern pedagogics: students use Internet resources to have ready answers. The aforementioned positive aspects of the comprehensive approach to teaching grammar to non-philologists appear a useful pedagogical experience that can be recommended for educating students in other language sections within a course.

Key words: teaching, motivation, linguo-didactics, Russian language, grammar, comprehensive approach.

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