The Main Parameters of the Integrative Model of Teaching Russian Academic Discourse Based on Modern Digital Technologies

Abstract

An integrative model of teaching foreign technical underand postgraduate students to Russian academic discourse based on the integration of traditional and innovative digital pedagogical technologies is described. The purpose of the study is to characterize the main parameters of this model and show the possibilities of its implementation in the author’s training course “Russian for academic purposes”, aimed at developing the oral and written skills of non-philologists in the educational and scientific field of communication. Along with the description of the main interrelated components (including the content-oriented, organizational-technological and control-evaluative ones) of this model, a description of the intercultural aspect of its thematic content is given. The practical basis of the research was an extensive corpus of multi-genre printed and electronic academic texts, including fragments of audio and video resources of relevant scientific topics functioning on the Internet. The following research methods were used: (1) a systematic approach in forming ideas about the phenomenon of a virtual learning language environment and in designing it; (2) theoretical analysis and synthesis in summarizing and systematizing literary sources and electronic learning resources; and (3) efficiency evaluation of the proposed model based on the results of experimental training. The authors put forward the idea of creating a new type of professionally oriented Russian as a foreign language course, which is conceived as a set of educational and methodological materials, designed in the form of a static (printed version of the manual) and a dynamic (its online component) elements of the course for organizing independent remote work of students in a virtual educational environment. The main scientific result, novelty and practical significance of the conducted research lies in the fact that it for the first-time designs and tests an integrative linguodidactic model of teaching foreign technical underand postgraduate graduate students to Russian-language academic discourse using educational Internet resources and QR-code technology as a sought-after pedagogical tool in professional Russian as a foreign language linguodidactics.

Keywords

• russian as a foreign language
• academic discourse
• information and educational learning environment
• digital technologies
• integrative linguodidactic model
• electronic learning tools
• blended learning