Formation of Linguistic and Sociocultural Competence in Extracurricular Activities of Students of Department of the Russian Language and Literature of the University in Nis (Republic of Serbia)
As broader understanding the communicative competence, linguistic and sociocultural competence is allocated in modern pedagogy under new methodological guidelines, originated in the anthropocentrism of humanitarian sciences, and is associated with the requirement for establishment of a cultural and linguistic personality capable for interpersonal and intercultural communication. One of the most important conditions for formation of such personality is introduction of work that stimulates creative activity in a foreign language. Most effective among them is the technology of theatricalization, realized in extracurricular activities. This article describes the teaching possibilities of this technology, and experience of its application in work with Serbian students of the University in Nis. Linguistic, cultural and historical proximity, inherent to all Slavic people, have a certain influence on the methodology of teaching the Russian language in general, and in particular to the nature of application of this technology. Specificity of teaching the Russian language as other-Slavic is manifested, firstly, in the rapid and economical mastering of basic level of knowledge by students, and secondly, in the possibilities of using a much wider range of authentic texts than in a non-Slavic audience, including those not adapted. In this regard, the first year students can also be involved in theatrical forms of work. On the other hand, the need to educate specialists in the field of Russian Philology in the teaching process at the Russian Language and Literature Department of the University in Nis allows the use of various texts of classical and contemporary Russian literature. The central place in extracurricular work of Serbian students is the organization of Russian Evening, dedicated to the Day of Slavic Writing and Culture, in the work on which the principles of integrated teaching the Russian language and literature are realized. These are the most important conditions for the formation of linguistic, sociocultural and literary competence among students, necessary for a future philologist of non-native language.