ЭФФЕКТИВНОСТЬ ТАНДЕМ-МЕТОДА ПРИ ИЗУЧЕНИИ РУССКОГО ЯЗЫКА КАК ИНОСТРАННОГО В ИСТОРИКО-КУЛЬТОРОЛОГИСЧЕСК ОМ АСПЕКТЕ НА ЭКСПЕРИМЕНТЕ НА САХА = THE EFFECTIVENESS OF THE TANDEM METHOD WHEN TEACHING RUSSIAN AS A FOREIGN LANGUAGE IN HISTORICAL-CULTURAL ASPECT - IN CASE OF SAKHALIN

다국어 초록 (Multilingual Abstract)

On the basis of Busan University of foreign studies, a methodical experiment was planned, during which a group of Korean students under the guidance of Professor Jae Hyuk Lee was offered the Russian by tandem method for a four-day trip to Sakhalin, as a supplement to the basic course of studying at the Busan University of foreign studies. For this experiment with the help of a survey were selected students of the second-third year undergraduate, studying Russian language and culture. Three groups were formed and their subjects of research projects were announced like these (“History and culture of the Sakhalin region”, “A. P. Chekhov on Sakhalin”, “the Fate of Sakhalin Koreans”). The level of knowledge of the Russian language in the three groups is about the same–about two years of learning a foreign language, and none of the participants of the experiment had previously had experience in tandem method. Before the trip to Russia (Sakhalin region, Yuzhno-sakhalinsk), it was decided to form 5 tandem pairs. The experiment was held in February 2018. The aim of this experiment was to test the hypothesis that the tandem method has an impact on the process of learning the Russian language and contributes to the most effective and complete formation of communicative competence. The results of the experiment confirmed the hypothesis about the effectiveness of the tandem method in the study of teaching Russian as a foreign language. The use of this method in the experiment included the following steps: 1) The teacher divided the students into groups of 3-4 people and gave each group one common task; 2) Each student performed a specific task facing him, then brought it to the discussion group; 3) The group formed a general plan for solving the research task, based on the results achieved by each individual; 4) The teacher determines the degree of correctness of the task and assesses the work done not individually, but by the whole group. The purpose of the project activity is the formation and development of intellectual skills related to creative and critical thinking. The learning process using this technology is characterized by the following features: 1) the new role of the teacher (in the collective form of tandem method): it defines the framework of the educational process and creates an appropriate learning environment, thus motivating further cognitive activity of a foreign language and culture; monitors the parity of both languages; activates communication; makes recommendations; monitors the process of communication; 2) Heterogeneity of groups: participants of the tandem proceed from the individual, real level of the partner; communication in tandem always occurs between two partners, but not between the teacher and the group. As an auxiliary method in the study of a foreign language at the University tandem method also has a huge impact on the learning process, because this method fills the gaps in the components of communicative competence. There is also a process of applying the acquired knowledge in practice. At any stage of the study of Russian as a foreign language tandem method is an effective way of forming socio-cultural competence -knowledge of cultural and historical characteristics of the native speaker, his habits and traditions, norms of behavior and etiquette and the ability to understand and use them in the communication process, as well as sociolinguistic competence -the ability to choose and use appropriate language tools depending on the situation and purpose of communication.

참고문헌 (Reference)

1 Измайлова, Ю. М, "Формирование коммуникативной языковой компетенции и еекомпоненты [Электронный ресурс]"

2 Кобзева, Н. А, "Коммуникативная компетенция как базисная категория современно й теории и практики обучения иностранному языку" 3 (3): 118-121, 2011

3 Кудрявцева, Е. Л, "Использование тандема для изучения русского языка как иностранного и сохранения русского языка как родного у естественных билингвов[Текст]:методические основания" Институт иностранных языков и м едиа-технологий Университета Грайфсвальда 130-, 2012

4 Бердичевский А.Л, "Вдвоем все-таки лучше! Обучение межкультурному общени ю с использованием метода тандема" М.: МК-Периодика 5-, 2008