Abstract:

This article focuses on the topical problem of assessing students' knowledge of a foreign language within the framework of the Credit Education System introduced into the Russian National Education System as a practical implementation of the Bologna Process aimed at establishing a standardized education system in different countries. The credit system is an educational technology that increases the students' knowledge acquisition level due to selectivity of educational trajectories under strict regulation of educational process with account taken of the volume of knowledge in the form of credits. At the same time, the credit system does not provide for any specific methodology for calculating scores when assessing knowledge of a foreign language. Learning a foreign language is fundamentally different from mastering professional knowledge by students (in terms of professional disciplines), since it implies a broader approach, not excepting extracurricular activities, — thus creating a problem of objectivity in assessing the knowledge gained. The classical system does not provide for a detailed grade in relation to learning a foreign language, but, on the contrary, by giving the so-called "general grade", which reflects "general knowledge", it is considered to be more appropriate, but not allowing to systematize the learning, make it more accurate, precise and standardized in detail. The authors created and tested a unique system for Assessing Students' Knowledge of Foreign Languages, which allows not to violate the overall learning process, combining the classical approach and new teaching methods focused on the credit system, which implies a more complete disclosure of students' creative potential. The subject is considered in the context of learning a foreign language in Russian universities by students of humanitarian specialities and, in particular, regional studies and international relations.

Keywords:

Foreign languages, Bologna Process, the credit system, humanitarian specialities, Russia.