Обучение речевым грамматическим навыкам иностранных студентов нелингвистических специальностей

Abstract

У статті проаналізовано специфіку навчання мовних граматичних навичок у процесі вивчення іноземними студентами російської мови на просунутому етапі навчання. Розглянуто засоби, за допомогою яких доцільно вдосконалювати мовні граматичні навички. Уточнено основні етапи їх формування в студентів-іноземців нелінгвістичних спеціальностей. Автором подається класифікація вправ, доречних під час формування граматичних навичок.

В статье анализируется специфика обучения речевым грамматическим навыкам студентов-иностранцев нелингвистических специальностей в процессе изучения русского языка на продвинутом этапе. Рассматриваются средства, посредством которых целесообразно совершенствовать указанные грамматические навыки, выделяются основные этапы их формирования. Автором подается классификация упражнений.

The method of teaching Russian language continues to search the effective ways of organization of the grammatical material in the conditions of unlinguistic institute of higher education. The article analyzed the specific training speech of grammar skills for foreign students, linguistic specialists studying Russian language at an advanced level. The author considers the advisable means to improve grammatical skills, which are: the active learning of new grammatical structures in conversations; widespread use of dialogue and monologue utterances of various kinds of retelling or presentation of listened speech, (read) text; use of different types of grammatical structures in the preparatory speech; inclusion in the conversation earned grammatical material in standard and non-standard situations; listen to the conversation (reading) of the text you viewed, clips (film), offering free corrections of grammatical forms; organizing and conducting various types of role-playing games aimed to improve grammatically. Formation of verbal skills is achieved in stages, taking into account the conditions of functioning of grammatical structures in speech. The first stage involves the formation of images of grammatical structures, so at this stage we use language exercises with elements of language orientation. The second phase is to develop students with respect to accurately produce the phenomenon under study of functioning of speech situations, develop their flexibility by varying forms of communication requiring adequate grammatical processing. At this stage, there is a combination of formal and semi-speech exercises. The third stage is a transition from formation of language skills relating to the development of speech skills. Subsystem exercise, this stage aims to use grammatical phenomena studied in different types of speech activity (productive and receptive). The effectiveness of the formation of grammatical language skills depends on the methodical sequence of actions.