Многоязычие в образовательном пространстве (Dec 2022)
“TEACHING IN CORNERS” AS AN INNOVATIVE TECHNOLOGY OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE IN A VIETNAM UNIVERSITY
Abstract
The article analyses the application of “teaching in corners” technology in teaching Russian as a foreign language in Ho Chi Minh city University of Pedagogy for Intermediate students taking the topic “Holiday” as an example. The specific stages of preparing for classes and teaching with the help of this technology are studied. A differentiated approach to teaching students is realized with the help of this technology in the Vietnamese higher education. The purpose of this article is to emphasize the results of the experimental work of implementing the technology for the second-year students with A2 level. The article summarises the research of Vietnamese teachers of various subjects and the author’s personal experience. When implementing this technology, the students not only mastered the theoretical knowledge in their specialty, but also activated their basic competencies, which are necessary for students of the 21st century. The corner is a certain place in the classroom, where there are worksheets with instructions and tasks for the topics. The teacher divides the class place into separate corners, considering the abilities and interests of individual students in several types of speech activities, such as listening, speaking, reading, and writing, based on grammar, vocabulary, and phonetics. During the lesson students join in many zones on tasks and at the end of each stage they can compare their results with the answer sheets and then discuss them with others. Besides, at the last stage, students make a presentation about their work in front of the audience. This increases the motivation of students for the choice and study of the prepared and suggested materials. Moreover, the teacher plays various roles in the teaching process. Before entering the classroom, the teacher selects the materials, which meet the needs, interests, and levels of students, then makes the duty tasks in each zone according to the learning goals. During the class time the teacher takes the role of an observer or a moderator. Therefore, there is more time to help weak students, answer questions at each stage of the study.
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