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| 1 | The purpose of the article is to describe the language education capabilities of social networks in teaching Russian as a foreign language. The key aspects of the critical analysis of the non-specialized social networks potential in teaching a foreign language were: 1) features of communication in social networks from the point of view of foreign language education; 2) the functionality of social networks available for teaching Russian as a foreign language; 3) positive effects associated with the use of a social network in teaching a foreign language; 4) comparison of the capabilities of different social networks, image-boards and instant messengers in teaching Russian as a foreign language. Methods and research material: content analysis of Russian-language research on the language education use of social networks in teaching RFL, phenomenological and comparative analysis of social networks VK (VKontakte), Facebook*, image board Instagram* and Telegram messenger. The material for the study was samples of experience in using social networks in teaching Russian as a foreign language, obtained based on the random sampling method in the social networks VKontakte and Telegram. Research results. The foreign language education potential of social networks in learning a foreign language is associated with different types of speech activity (reading, writing, listening and specific speech production) implemented through Internet communication. By representing reality through text, audio, video and visual materials, social networks provide the opportunity for targeted teaching of a foreign language: their functionality allows you to create thematic communities that can become a virtual space for the formation of an artificial language environment. There, foreign communicants studying Russian as a foreign language can 1) create, publish and perceive text in verbal, photo, video, audio format on a personal page or in a thematic community; 2) leave comments under the publication, add subtitles or script text to the video; 3) express your assessment through symbols under the publication (use emoticons); 4) search for information; 5) send and receive voice or text messages, 6) use a chatbot or virtual assistant for communication, question and answer services; 7) conduct a survey/vote or participate in it; 8) use hashtags or keywords, monitor updated information on the hashtag; 9) fill out the calendar of events and important dates; 10) formulate “status” (from one word to a phrase about the current state of the author; 11) Create a conversation (polylogue) for specific participants and participate in it. The peculiarity of communication in social networks, therefore, lies in the variety of types of speech and cognitive activity of communicants. Learning in social networks follows the principles of micro-learning (short-learning). Using the discursive features of the platforms themselves, it mimics familiar content, the consumption of which takes modern users a significant amount of time every day and thus implements the foreign language education principles of entertainment and accessibility. It creates the horizontal connections in communication, combines synchronous and asynchronous nature and allows you to use linguistic and non-linguistic means to study Russian as a foreign language, thereby forming an artificial language environment necessary in conditions of lack of natural communication. * Social networks Facebook and Instagram are products of Meta Platforms Inc. – an organization whose activities are currently prohibited on the territory of the Russian Federation. Research materials on these sites were collected until July 1, 2021. Keywords: Foreign language Education, Russian as a second language, blended learning, learning in social networks, chat-bot technology in Education, Telegram learning, Instagram learning | 969 | ||||
| 2 | The article, for the first time in linguodidactics, comprehends the methodology of using the calendar as a genre of printed materials with the aim of creating an artificial language environment when teaching a foreign language. The practical significance of the article lies in the description of ways to introduce different types of calendars into educational communication in foreign language class. The creation of an artificial language environment in classes on Russian as a foreign language is a necessary condition for compensating for the lack of communication in the foreign language being studied in the absence of a natural language environment. In addition to the methods and techniques for organizing an artificial language environment already discovered by methods of teaching foreign languages, we propose to use the calendar genre. The practice of modern domestic didactics shows the active use of interactive calendars in teaching Russian as a foreign language, but the methodology for its use has not previously been comprehended. A review of accumulated experience and analysis showed the high activity of the calendar genre as a means of organizing an artificial language environment. We conducted an experiment on introducing a medical interactive calendar into teaching Russian as a foreign language to medical university students (general language proficiency level A2). The results of the experiment give grounds to assert that the thematic calendar as a teaching tool helps to implement many tasks: introduce elements of subject teaching in classes in Russian as a foreign language (general profile), update “passive” vocabulary and bring it into students’ speech; both paper and interactive versions of the calendar have high potential in organizing an artificial language environment: students contact the calendar on a daily basis, accessing up-to-date information about the current day of the week/month/year; the use of a calendar in classes on Russian as a foreign language also contributes to the development of cross-cultural communication skills, providing students with reasons to establish contact in the form of congratulations on a particular holiday to teachers and foreign-speaking friends. Keywords: artificial language environment, calendar, RFL for doctors, medical Russian, content and language integrated learning (CLIL), congratulation (genre) | 766 | ||||
| 3 | The main goal of creative tasks in linguodidactics is productive writing that transforms objects and situations or presents them in a new quality to solve real or imaginary problematic tasks related to verbal communication. The conditions of the creative task simulate a situation that requires the writer to imagine himself as a participant in communication in a certain role, and this can stimulate creative productive activity. Creative tasks that imply the need to create a productive text focused on a certain speech genre are appropriate for the task of teaching students of the medical and biological profile Russian as a foreign language. To set educational tasks on creative imitation of speech genres for foreign students of the medical and biological profile, one can use educational and popular science genres of medical discourse (calendars, booklets, infographics, posters); journalistic genres (publication in a blog or social network in the genre of “notes of a young doctor/scientist”, creation of aphorisms/captions for memes on medical topics, expansion of quotes and creation of comics on medical topics, etc.) and everyday genres (diary, leisure board games on medical topics, etc.). Unlike the genres of medical documentation, which imply a formally organized structure, the above-mentioned genres allow a free combination of genre parameters together with an individual author’s composition of information elements. Using the method of systemic modeling of the logical-semantic and compositional structure of the text, a model of a speech genre was developed, which participated in a sociological and pedagogical experiment, which made it possible to determine the linguodidactic potential of tasks based on creative writing aimed at mastering Russian as a foreign language in the field of educational medical communication. As a result, it was revealed that when performing creative tasks based on creative writing, independent identification of problems occurs in situations requiring the work of search, heuristic thinking. The linguodidactic potential of tasks based on creative imitation of the speech genre is that it develops flexibility and originality of thinking, the ability to generate hypotheses is formed, and the communicative competence of the future professional in the field of medicine develops. Keywords: creative tasks, genre writing, creative writing, Russian as a foreign language, medical and biological profile, educational and professional communication, medical Russian language, language for special purposes | 729 | ||||
| 4 | The purpose of this article is to identify the basic principles and stages of an independent analysis of a literary work and to ensure a minimum set of tools necessary for practical development by readers-senior classes or students of the procedure for analyzing a lyrical poetic work. The material for the analysis was the methods of immanent and intertextual analysis described in the works of literary critics, taking a linguistic commentary; Illustrative material was chosen by the text of the poem by Ye. Yevtushenko “Two Bicycles”, the method of studying the problem – conceptual and comparative analysis, schematization. Most Olympiads, including the All-Russian School Olympiad in Literature, offers a task for the analysis of the text of a literary work - prose or poetic. An analysis of literary works of different genera and genres, different cultural eras and literary areas are a philological skill that requires the ability to use their reader impressions, reflect, highlight, compare, compare elements, generalize the observations made and interpret them. The ideas about a holistic analysis of a literary work are expanded in the article due to an appeal to linguistic commentary and intertextual analysis. The intertextual analysis helps the interpretation of the literary work in the case when the “internal”, contextual connections are supplemented by “external”, connecting this text with other systems of references through quotes, roll calls, heroes, plot motifs, events, or even proxy elements (in lyrics in lyrics (in lyrics). The beginning of the analysis seems to be a complex step in the procedure for independent analysis of the text of the literary work, therefore, the article highlights different methods of the start of the analysis and demonstrates their potential on the material of the poem Evtushenko “Two Bicycles”. The author concludes that in an independent analysis of the reader-schoolman, the detection of patterns in the organization of various aspects of the literary work contribute to both the moments of the reader’s “surprise” and the purposeful highlighting of fragments of the text, their comparison and comparison, the search for semantic laws and, then, the interpretation of the identified data. The article proposes a short algorithm taking into account the main aspects of the analysis of the lyrical poetic work. Keywords: independent analysis of a literary work, Ye. Yevtushenko “Two Bicycles”, intertextual analysis, linguistic commentary in the analysis of a literary text, artistic image, holistic analysis of the text at the Literature Olympiad | 408 | ||||