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2015 | 2(46) | 318-326

Article title


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The theoretical foundations for designing programs for teaching Russian Foreign Turkic-speaking non-philologist students

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In the article the program is seen as methodological literature genre, given the definition of the concept «program». It is found out that all programs are based on four main organizational principles according to which the program developer must: focus on particular aspects of knowledge and skills in relation to the target language; select the desired language material for teaching a foreign language; divide, i.e. classify the selected content and present it in the form of a set of measurable Ferris elements; arrange in a sequence of learning material. The gradual development of the language program is described, instructions associated with the construction program are given. It was found out that the inclusion of national language specificity of perception and assimilation of Russian foreign students Turkic-non-philologists allow build optimal learning process. The program allows select, organize, and set out a fixed language teaching material for the language contingent. The sequence of the study of grammar must conform to the logic of the Russian language, taking into account its complexity, communication needs, the need for the formation of speech competence, as well as the data of the comparative analysis of Russian and Turkic languages. Nature of interlanguage ratios is used to determine the ease / difficulty of determining the Turkic language material for the audience. Respecting didactic principles – from the easier to more difficult – it is advisable to submit in the first place similar (known) material, and then different. It is emphasized that the design of programs has to be considered: a) the views of the scientific community on the nature of language, the processes of teaching and learning (linguistic and methodological paradigm); b) the overall objectives of training, understood as the development of students’ abilities to carry out the most important cognitive (mental) processes that determine the structure of the speech of human activity; c) linguistic, pragmatic and substantive components of communicative competence, which may be embodied in a program through meta-theme approach to presenting and organizing all the educational materials. An analysis of the dissertation research, scientific and methodological literature and practice of training of these students in higher schools showed that the design of nationally oriented programs for the Turkic-speaking foreign non-philologist students enrolled in universities in Ukraine, it is necessary to take into account current trends in methodology, data comparative analysis of Russian and Turkic languages. These programs should be built on the basis of competence approach and include elements of cognitivism.



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