УДК 372.881.161.1
DOI: 10.15293/1812-9463.2302.11
Lena M. Brazhnik
Naberezhnye Chelny State Pedagogical University, Naberezhnye Chelny, Russia
Lenar M. Galiev
Naberezhnye Chelny State Pedagogical University, Naberezhnye Chelny, Russia
Radik R. Galiullin
Naberezhnye Chelny State Pedagogical University, Naberezhnye Chelny, Russia
Alexander M. Tarasov
Naberezhnye Chelny State Pedagogical University, Naberezhnye Chelny, Russia
Larisa R. Shakirova
Naberezhnye Chelny State Pedagogical University, Naberezhnye Chelny, Russia
Abstract. The article is devoted to the consideration of the issues of teaching Russian as a foreign language in an Arabic-speaking audience with a focus on the ethnopsychological, ethno-cultural and ethno-linguistic features of this contingent of students. The purpose of the study is to present the results of the work at the pre–university stage and demonstrate the principles of an ethnooriented approach in teaching Russian as a foreign language. Russian as a foreign language will allow teachers to: understand and accept the ethnopsychological and ethno-cultural characteristics of Arabic-speaking students, determine the effectiveness of the most acceptable teaching methods for representatives of this ethnic group, solve the problems of adaptation to a new socio- and linguocultural environment, identify the difficulties faced by representatives of Arab countries in mastering the Russian language. The use of forms and means of organizing the educational process that meet the ethnopsychological, ethno-cultural and ethno-linguistic characteristics of the Arab contingent of students minimizes the difficulties of their adaptation to the Russian educational environment and to Russian culture.
Keywords: Russian as a foreign language, teaching methods, ethnooriented techniques, Arab contingent of students.
For Citation: Brazhnik L. M., Galiev L. M., Galiullin R. R., Tarasov A. M., Shakirova L. R. Ethnooriented Methods of Teaching Russian as a Foreign Language to Arabic-Speaking Students. Journal of Pedagogical Innovations, 2022, no. 2 (70), pp. 113–123. (In Russ.) DOI: https://doi.org/10.15293/1812-9463.2302.11
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Information about the Authors
Lena M. Brazhnik – Candidate of Philological Sciences, Associate Professor of the Department of Russian as a Foreign Language and Intercultural Communication, Naberezhnye Chelny State Pedagogical University, Naberezhnye Chelny, Russia, https://orcid.org/0000-0002-3066-7899, l-brazhnik@bk.ru
Lenar M. Galiev – Candidate of Sociological Sciences, Head of the Department of International Relations, Director of the Center for Open Education, Naberezhnye Chelny State Pedagogical University, Naberezhnye Chelny, Russia, https://orcid.org/0000-0002-9524-1696, glen_len@mail.ru
Radik R. Galiullin – Candidate of Philological Sciences, Associate Professor of the Department of Russian and Tatar Philology, Naberezhnye Chelny State Pedagogical University, Naberezhnye Chelny, Russia, https://orcid.org/0000-0002-5512-3548, r.galiullin@mail.ru
Alexander M. Tarasov – Candidate of Philological Sciences, Associate Professor of the Department of Russian as a Foreign Language and Intercultural Communication, Naberezhnye Chelny State Pedagogical University, Naberezhnye Chelny, Russia, https://orcid.org/0000-0001-5194-7032, alex_16-16@mail.ru
Larisa R. Shakirova – Director of the Institute of Additional Professional Education, Naberezhnye Chelny State Pedagogical University, Naberezhnye Chelny, Russia,
lara.shakirova.2013@mail.ru
Authorsʼ contribution: Authors have all made an equivalent contribution to preparing the article for publication.
The authors declare no conflict of interest.
Received: 06.02.2023; approved after peer review: 28.04.2023; accepted for publication: 15.05.2023.
