Organizing Foreign Students’ Self-Study at Educational Institution of the Ministry of Internal Affairs of Russia

Aim. The process of organizing foreign students’ self-study at the educational institution of the Ministry of Internal Affairs of Russia at the stage of preuniversity training is examined in the article. Based on the experience of adult learners studying the Lexical Minimum in Russian as a foreign language at an elementary level, the sequence of organizing self-study events directed by the teacher for the specified category of students and the types of tasks that have proven their effectiveness is presented.

Methodology. As a result of conducting test training, timekeeping and interviews with the student participants in the process of generalizing the learning experience, the most effective methods of organizing self-study of adult learners guided by a teacher were identified. Results. A comparative assessment of the results of the elementary level test before and after the approbation of the proposed process of organizing self-study demonstrated that there is an increase in the number of points scored by ten percent, while a qualitative increase was noted among students in the age group over 40 years old who had previously scored such points which were not suitable to the requirements. Research implications. The specifics of the organization of self-study of foreigners of the educational institution of the Ministry of Internal Affairs of Russia at the stage of preuniversity training in the Russian language are revealed, which consists in the need to obey the official schedule when planning time for self-study. The purpose and objectives of organizing self-study at the specified stage of training have been clarified; the sequence of creating educational and diagnostic materials for self-study has been developed. The practical value of the research is determined by the possibility of using its results to develop educational and methodological materials aimed at eliminating lexical and grammatical errors of foreign students at the preuniversity stage of training.

Conclusions. The described features of organizing self-study of foreign students have proven their effectiveness to enrich the knowledge necessary for students to master Russian as a foreign language.

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