Svetlana I. Elnikova, Cand. Sc. (Pedagogy), Associate Professor at the Institute of Russian Language at the Peoples’ Friendship University named after P. Lumumba; https://orcid.org/0000-0002-2313-9211, е-mail: elnikova_si@pfur.ru
Dina N. Rubtsova, Senior teacher of the Institute of the Russian Language of the Peoples’ Friendship University named after P. Lumumba; https://orcid.org/0000-0002-7552-8147, е-mail: rubtsova_dn@pfur.ru
Natalia M. Rumyantseva, Dr. Sc. (Pedagogy), Senior teacher of the Institute of the Russian Language of the Peoples’ Friendship University named after P. Lumumba, https://orcid.org/0000-0001-7724-7317, е-mail: rumyantseva_nm@pfur.ru
The article is devoted to the analysis of the methodological works of Motina E.I. and their influence on the modern methodology of teaching the specialty language.
The history of the formation and development of the methodology of teaching foreign students the language of the specialty is described. In particular, the process of introducing a communicative and activity approach into teaching Russian as a foreign language is traced, the main purpose of which is to focus on the formation of speech skills and abilities, including when mastering special scientific disciplines, on the specifics of teaching the language of the specialty. Motina E.I. in the monograph “Language and specialty: linguistic methodological foundations of teaching Russian to non-philological students” not only identified the specific tasks of a teacher of a special discipline, developed a typology of exercises in the field of monological and dialogical speech, identified the main points in the field of student-teacher interaction, but also described the differences between the text of general knowledge and specialized text.
Currently, within the framework of the specialty language, there are natural science and technical profiles, a medical and biological profile; within the framework of a philological profile, there are actually philological and humanitarian profiles, an economic profile. Each of the above profiles has its own specifics, which is currently reflected in the “Requirements for Russian as a foreign language. The Professional Module” and the Lexical minima of these profiles. The article also describes the methods and techniques recommended by Motina E.I., which are currently reflected in the methodology of teaching the specialty language.
Keywords: methodology of teaching Russian as a foreign language, professionally oriented education, language of specialty, typology of exercises
References
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