Abstract:

Currently, the increase in interest and the need for foreigners to study the Russian language is due to the prospects for economic, political and cultural interaction of various countries with Russia. Therefore, the Institute of Philology and Intercultural Communication of Kazan Federal University has been running a popular Master's degree program among foreigners “45.04.01 Philology: Russian as a Foreign Language” since 2016. MA students can work in various fields: education, linguistics, tourism, media, etc.

This paper presents an analysis of the results of the formation of linguistic and information competence of foreign MA students ("Philology: Russian as a foreign language" Master of Arts degree program) who studied "Computer science" course. The basic approaches for managing the studying process of the course are Content and language integrated learning (CLIL) and blended learning.

Monitoring of the results of the formation of the linguistic and information competence of foreign MA students during 2018-2020 academic years was carried out according to the results of the current and final control of their progress in studying the "Computer science" course. Comparative analysis of experimental data showed that it is formed mainly at a high level. In addition, the authors carried out Spearman's rank correlation analysis. It made it possible to identify a close relationship between the following features: x) knowledge, skills and abilities on the course "Computer science" ; and y) the ability and willingness to independently acquire new knowledge and skills in studying foreign (Russian) language using IT and apply them in practice. Also, in the process of the experiment, authors defined the level of formation of the motivation component of the linguistic and information competence of MA students using the methodology for diagnosing the orientation of educational motivation proposed by T.D. Dubovitskaya. The results showed that in the process of studying the "Computer science" course, the internal motivation due to the manifestation of the student's own activity, their direct inclusion in the learning process increased from 68.75% to 81.25% of the foreign MA students who took part in the experiment.

Keywords:

Linguistic and information competence, MA students, Russian as a foreign language, “Computer science” course, motivation.