Using the Storytelling Method in the Teaching of Russian as a Foreign Language to Form Russian-Speaking Communicative Competence in Students

Relevance. This topic seems relevant because in the conditions of higher education at Russian universities foreign citizens have to learn Russian as quickly as possible and at a level sufficient for further study, which makes it essential to use the most recent pedagogic technologies one of which is the storytelling method.

Aim. To prove that the formation of RCC (Russian-speaking communicative competence) of foreign students will be more efficient with the use of the storytelling method in RFL (Russian as a Foreign language) classes.

Methodology. At the exploratory stage, scientific and methodological articles published in peer-reviewed scientific journals on the problem of using the «storytelling» method were analyzed. According to the results of the analysis of the content and component structure of the Russian-speaking communicative competence, three criteria and corresponding indicators were singled out to state the levels of its formation among foreign students in the teaching of RFL, in accordance with which test tasks were designed and diagnostics of foreign students were carried out at the ascertaining and concluding stages of the experimental research.

Scientific novelty/theoretical and/or practical significance. The present research contributes to the solution of the scientific problem connected with the formation of Russian-speaking communicative competence of foreign students.

Results. The results of the research proved the effectiveness of the developed method of teaching Russian as a foreign language to foreign students in a higher educational institution using the storytelling method. According to the results of the study, it can be stated that after the introduction of the experimental technique, there was a positive dynamics in the levels of RCC formation of students in the experimental group (EG) compared with the results of the control group (CG), which was trained according to the traditional method. Statistical analysis confirmed the effectiveness of the developed methodology for teaching RFL to foreign students at the university using the storytelling method.

Conclusions. Using the «storytelling» method in the Russian language classes helps to form Russian speaking communicative competence of foreign students.

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