The experience of implementing project-oriented learning and developing modern competences in teaching Russian to Vietnamese audience
DOI: 10.23951/1609-624X-2026-5-66-73
Currently, an integral task in Vietnamese universities is the training of students who acquire both professional knowledge and flexible skills necessary for successful activity in various fields. The aim of the study is determined by the analysis of the experience of applying project-based learning in the course “Russian for Business” at the Faculty of Russian Linguistics and Literature. From this, the project-based learning method is considered as one of the ways to form skills demanded under modern conditions for students of the faculty, which is the relevance of the study. During the study, a theoretical analysis of sources on linguodidactics and methods for teaching Russian as a foreign language was carried out. Observation protocols prepared by instructors, as well as content analysis of errors made by students, were used as empirical data. The materials for analysis were collected in the process of implementing the project approach and included summary sheets of errors found in students’ oral and written work, as well as reports on students’ group activities. Unlike traditional pedagogical methods, the project-based learning model engages students in carrying out a number of independent tasks at certain stages of projects – from planning, direct implementation to control and monitoring – to achieve the set goal. Through this approach, students develop communicative and academic competencies, as well as motivation and interest in the learning process. Within the course, the project is the organization of an advertising campaign and the holding of a model Vietnamese-Russian fair, during which students master specialized business vocabulary and speech patterns, learn to conduct business correspondence and oral negotiations. The research results confirm the correctness of choosing the project method in teaching Russian for business and its effectiveness in forming language and flexible competencies necessary for successful professional adaptation. These conclusions create opportunities to expand the application of this approach in teaching Russian as a foreign language and its implementation in other disciplines. Thus, the study makes a significant theoretical and practical contribution to the development of teaching methodology for Russian for business purposes, emphasizing the importance of a comprehensive approach aimed not only at the development of language skills but also key professional skills.
Keywords: project based learning, project learning, project method learning, teaching Russian as a foreign language, Vietnamese audience
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Issue: 5, 2026
Series of issue: Issue 5
Rubric: THEORY AND METHODS OF TEACHING AND EDUCATION
Pages: 66 — 73
Downloads: 1