A Linguomethodic Model in Teaching Vietnamese Students in the Russian Language
The article considers the problem of teaching Russian as a foreign language in Vietnamese audience on the example of bachelors philologists’ education at Da Nang University in consideration with the main trends in linguistic education of this country. Special attention is paid to the implementation of the individual approach to students and the accounting of objective (specificity of the chosen specialty, terms and stage of training, amount of training hours provided for by the relevant discipline) and subjective (psychophysiological features, level of students’ language training) factors in teaching the Russian language. Taking into account these factors together with the support of the linguomethodic principle of teaching, it is possible to create a linguomethodic model of teaching for the selection of the most effective instructional techniques that will meet the needs of a particular training group. An important aspect of building a teaching model is overcoming the difficulties encountered in training by Vietnamese students (the differences between Russian and Vietnamese, teaching approaches, the lack of textbooks, the lack of contextual and extra-contextual knowledge about the country of the studied language, features of communication, the lack of authentic Russian-speaking environment, mother-tongue interference, etc.). The use of text materials that solve specific communicative tasks, project activities, nationally-oriented assignments, as well as the possibilities of social network, can significantly improve the quality of education.