Abstract:

The attractiveness of the Russian education to foreign specialists implies greater attention to the educational needs of students providing them with an appropriate level of educational products. Most students who come to study in Russia choose universities with the training programs in Russian. The effectiveness of the educational process depends on how the goals and content of the language course correspond to the educational needs of the target audience. The training must be effective, intensive, and interesting at the same time in order to maintain motivation to learn a language in the specific conditions of the adaptation to a new language and educational environment.

The given research is devoted to the problem of teaching Russian to foreign specialists of medical-biological and engineering-technical specialties in the educational space of the Russian universities at pre-university stage. The purpose of the study is to describe a professionally oriented model of language training of these specialists at the pre-university stage.

Currently, there are no specialized studies describing such model, although some aspects of teaching a language as a tool of professional communication and the organization of such training at certain stages of the university cycle are covered in the works of Russian and foreign researchers.

This problem seems to be important, because every year the number of students of medical-biological and engineering-technical specialities at the postgraduate stage in Russian universities increases. At the stage of pre-university training, future undergraduates and residents should master the Russian language for general, educational and professional communication. A distinctive feature of future foreign undergraduate students and residents from other foreign students is that they clearly realize the purpose of their training, being highly motivated to learn the Russian language and understanding its role in the upcoming academic and professional activities.

The analysis of the surveys conducted among the students of RUDN University Preparatory faculty revealed that the students of the medical-biological specialty in their further professional and educational activities depend more on the level of proficiency in the Russian language for special purposes. They will have direct communication with the patients and colleagues, discussing diagnoses, finding out the causes of the disease, taking anamnesis, etc. Students of the engineering specialty rely more on the terminology and symbols, which are universal all over the world. They need less oral communication in Russian within the framework of professional proficiency.

The modern educational process is impossible without the use of digital educational resources, which allow you to optimize the educational process as much as possible, to maintain the motivation to learn a language. The model described in the framework of the study provides for the mandatory using of digital resources, which allows to solve a whole range of methodological tasks at the basic stage of training.

Keywords:

Educational model, postgraduate stage, Russian as a foreign language, pre-university education, digital resourses.