Abstract:

The number of foreign students who get higher education in a non-native language is increasing every year in the world. The ethnooriented approach to learning is one of the vectors in the development of the modern method of teaching Russian as a foreign language. This study aims to analyze the ethnocultural specifics of teaching South African Anglophone students Russian as the academic environment language and to identify sustainable ethno–cultural components of the linguodidactic model of teaching this ethnic contingent. The research methods were the analysis of scientific and methodological literature, empirical observations of the educational process, questionnaires, quantitative and qualitative analysis of the results. The analysis and interpretation of scientific literature and empirical observations of the authors allowed us to develop a diagnostic database of the study, which included several questionnaires. The survey purpose was to identify factors affecting the efficiency of teaching South African Anglophone students a foreign language - the language of a non-native academic environment, to harmonize pedagogical interethnic interaction in the educational environment of an internationally oriented university. The material for the article was the results of a multidimensional survey of the South African student audience (more than 100 respondents).

The study results represent a linguodidactic model of teaching the Russian language - the language of a non-native academic environment - to students from South Africa. The difficulties faced by South African students in learning Russian while being in a foreign language environment are classified. The linguodidactic traditions of teaching South African students a foreign language are defined, the "portrait" of the competencies of a Russian as a foreign language teacher, capable of psychologically comfortable teaching South African students, is described. The most effective methodological techniques for training this contingent are determined. According to the results of the study, the authors concluded that ethno-cultural factors and linguodidactic traditions of foreign students' countries should be considered to harmonize interethnic interaction between participants in the educational process, in particular, "teacher – student", aswell as to improve the effectiveness of teaching a foreign language - the language of the educational environment.

Keywords:

Russian as a foreign language, African students, Anglophones, linguodidactic tradition, Ethnocultural specifics, teacher, teaching, ethnooriented approach.