Abstract:

Any lesson of a foreign language, including a lesson of Russian as a foreign language, can be considered as a kind of scenario for the speech activity of the teacher and students. Acting as the minimum organizational unit of the educational process, the lesson turns into a kind of scene of active and verified actions of the teacher.

The teacher is assigned the role of the leading scriptwriter and conductor, and the students are the main characters, for whom this action is performed. At the same time, it is emphasized that the authority of the teacher, especially at the initial stage of training, is very great because it is through him that students learn not only the language but also get to know the people who speak this language, with its culture and traditions.

The article presents specific examples of both negative and didactically correct speech behavior of a teacher. The authors prove that no matter what type, according to the traditional classification, a foreign language lesson is: it always has a play potential, and the teacher, planning his actions in the lesson, should use this. The choice of didactic means, the volume and content of the educational material, the method of its presentation, and the methods of organizing the lesson should be subordinated to the main educational goal - to teach students to speak a foreign (in our case, Russian) language correctly. The authors emphasize that the complexity of the grammatical system of the Russian language (the presence of exceptions to the existing rules, the specificity of the verb aspects, the complexity of the prepositional-case system, etc.) always frighten the foreign student.

The skill of the teacher consists precisely in leveling these difficulties, convincingly showing that the Russian language can be learned with pleasure. Grammar in teaching Russian as a foreign language is auxiliary information: in the lesson, detailed input of theoretical information on grammar is excluded, the main thing is teaching the skills and abilities to use lexical and grammatical models in speech.

Therefore, an unconditional methodological failure can be considered a speech behavior of the teacher in the lesson, in which, with his “theoretical” comments and ill-considered questions, he confuses students.

The authors note the need to form students' pragmatic, instrumental competencies because functional literacy is usually understood not only as of the ability of students to make contact and interact in certain speech, educational, professional, or socio-cultural situations, the ability to hear, understand information, interpret it and enter into a dialogue, but also the ability to convince the interlocutor that you are right.

It is the set of skills that is called communicative competence, the formation of which is the main goal of teaching any foreign language. And the goal, as you know, determines the means of achieving it. On the example of real situations, the authors prove that such a means is a lesson of a new type - a specific pedagogical work, the script of which is written by a teacher who “lives” this lesson in the role of a student in order to understand what is necessary and important for a student as an object of pedagogical influence.

Keywords:

Russian as a foreign language, teaching, speech activity, competencies.