Лингвокультурные особенности преподавания русского языка как неродного

Аннотация

Ключевые слова: В настоящей статье изучена история формирования русский язык, понятия «лингвокультурология». Через анализ трудов методика преподавания ученых раскрывается зависимость влияния языка на русского языка, язык и формирование и сохранение культуры народа, а также культура, лингвокультурологический показан обратный процесс – приобретение языковых подход, навыков посредством изучения культурных особенностей лингвокультурология, носителей языка. лингвострановедение, В статье раскрывается важная роль культурологии, коммуникативная лингвокультурологии в системе преподавания русского компетенция, языковая личность. языка как его носителям, так и билингвам (на примере групп с казахским языком обучения), а также инофонам. На примере русского языка анализируется возможность использования данной взаимосвязи в методике обучения для повышения эффективности изучения русского языка как родного и неродного, а также успешного формирования у обучаемых коммуникативной компетенции. Приводятся общие черты и отличия в методах обучения носителей русского языка, иностранцев и изучающих язык как второй неродной. The methodology of teaching Russian to foreign students, forming in the 20–21 centuries, touched upon the use of the discipline of linguoculturology and linguistic studies for their own purposes. While the object of linguistic and regional studies is the knowledge of culture through language, the object of linguistic and cultural studies is to recreate the mutual influence of language and culture on each other, which is a more extensive field for research than linguistic and regional studies. Based on the analysis of the essence of linguoculturology and linguistic and regional studies, we can conclude that for these sciences the best solution would be to combine them into one new discipline – linguoculturology. Based on this, we have studied the ways of introducing into the educational process a more effective linguocultural approach to the study of languages. This approach to date in the methodology of teaching the Russian language by foreign students is considered one of the most effective, focused on the perception and accumulation of a stock of words, the implementation of communication between people belonging to different intercultural communities. 148 Жамият ва инновациялар – Общество и инновации – Society and innovations Issue – 2 № 3 (2021) / ISSN 2181-1415 As for approaches to the study of the native language, here the optimal condition is the implementation of the learner’s linguistic personality. Thus, the necessity of introducing a culturological approach into the teaching of the Russian language and for its speakers is substantiated. If we consider the problem of teaching the Russian language from the point of view of a cultural phenomenon, then we should focus on the features of society, its culture, while taking into account the national characteristics of different regions. Therefore, it is necessary to identify cultural values, determine the dominant mentalities, as well as determine the minimum necessary for studying the language of cultural knowledge. Thus, an appropriate solution would be to introduce into the methodology of teaching languages not only language material, but also the culture of the nation and country. Thanks to the introduction of a linguocultural approach to the development of the Russian language, a linguistic personality is formed. This approach shows the interconnection of language with culture at all stages of the educational process. Studying the cultural characteristics of the people in the process of learning a language helps students to more deeply perceive new language concepts for them. Based on the foregoing, we began to develop a special system of tasks that would allow us to implement a linguocultural approach in the development of Russian language by Kazakh students. This system is implemented by introducing students to the thesaurus, phraseological units, proverbs, sayings, precedent texts [2], which are carefully selected based on the realities of the traditional and modern cultural life of the Russian people. With the help of special exercises, students can compare Kazakh culture with Russian, on the basis of this, identify related and different links in languages. It is worth noting that the linguocultural approach to the development of adapted task systems for native speakers, bilinguals and foreign phones is currently an urgent task, attempts to solve which we see in some modern methods of teaching the Russian language. For example, a group of Kazakhstani authors, studying intensive and interactive methods of teaching Russian as a foreign language [3] also introduce a cultural context into teaching methods and techniques, in our opinion, suitable both for the practice of teaching the language to its native speakers and for foreign students. We proceed from the fact that in all cases the common goal is pursued - the formation of the learner’s linguistic pe