RUS DİLİ ÖĞRETİM SİSTEMİNDE ADAPTE EDİLMEMİŞ GÖRSEL İŞİTSEL MATERYALLERİN KULLANIMI

BAHAR DEMİR,Natalya RUMYANTSEVA,Olga FİSENKO,Veronika MATVEYENKO,Ersin ÇETİNKAYA

Özet

Bu makale, yabancı dil olarak Rusça öğrenen yabancı uyruklu öğrencilere, ulusal kültürel öğelerle konuşmanın sözcük boyutunu öğretmek amacıyla sınıfta görsel ve işitsel yardımcıların kullanım sorunlarına ayrılmıştır. Araştırma, sesli ve görsel yardımlar kullanarak filoloji öğrencilerine Rusça kelime öğretiminin metodik ilkelerini belirtmekte, ulusal öğelerle donatılmış sözlüklerle çalışma yöntemlerini incelemektedir. versiyonlarının temelinde, genel Rus dili kelime hazinesinin önerilen yöntemlerini ve spesifik ulusal kültürel bileşenlerini tam olarak açıklamakta ve desteklemektedir. Makalede Rus dili öğretimi için görselleştirilmiş Rus folklor masallarını kullanan yabancı uyruklu filoloji öğrencilerine ulusal kültürel öğelerle Rusçayı öğretmek, dilsel ve metodolojik bir sistem olarak açıklanmaktadır. Yazarlar, öğrencilerin kelime hazinesini geliştirmeye yönelik özgün bir yöntem, alıştırma ve ödev sistemi önermektedir. Makalede, Rusça kelime hazinesi ile gerekli çalışma yönteminin somatizasyonunun (açıklanmasının) gerekli olduğu ortaya konulmuştur.Makalede milli içeriğe sahip olarak donatılmış, adapte edilmemiş görsel-işitsel materyallerin kullanımı (Rus filmleri ve hikâyeleri) ile yabancı uyruklu filoloji öğrencilerine canlı ve güzel bir formda Rus halk kültürünün elementlerinin gösterimi, Rus folkloru hakkındaki bilgi birikiminin arttırılması ve Rus dili kelime hazinesini genişletmeye yardımcı olan tüm dilsel didaktik eğitim sistemi incelenmektedir. Filoloji eğitimi alan yabancı uyruklu öğrenciler geleceğin dilbilimcileri, çevirmenleri, uzmanları, Rus dili öğretmenleri ve toplumla ilişkili olarak gazeteci vb. olacaklardır. Yabancı dil olarak Rusça öğretimi (RKİ) uzmanları, profesyonel iş hayatına hazırlığın gerekli bir bileşeni olarak incelenmektedir. Bu yüzden yabancı uyruklu filologların eğitimleri çok büyük bir önem arz etmektedir

Abstract

This article is devoted to the problems of using audio and visual aids in class to teach the lexical aspect of speech with national cultural elements to Level II certificate philological foreign students learning Russian as a foreign language. The research specifies the methodical principles of teaching Russian vocabulary to philological students using audio and visual aids; it studies the methods of working on national colored lexis. Authors fully describes and substantiates the proposed methods of teaching general Russian vocabulary as well as its specific national cultural component on the basis of screen versions of Russian fairy tales. Competent approach to Russian language teaching is explained in the article, which is allowing to create a linguistic and methodological system of teaching Russian vocabulary with national cultural elements to foreign philological students using screened Russian folk fairy tails. Authors suggest an original method and system of exercises and assignments aimed at building up and improving students’ vocabulary. It is proved in the article that necessary method of work with national colored Russian lexis is its’ somatization (explaining). The aim this study is to examine the whole linguistic didactic education system that helps showing Russian public culture elements to foreign philology students in a nice and lively way by using unadapted audiovisual materials that are equipped with national contents. And it also aims to examine this system also helps increasing fund of knowledge about Russian folklore and Russian vocabulary. So foreign people who get the philology education future linguists, interpreters, authorities, teacher of Russian and journalists in relation to society. The linguists of Russian as a foreign language, are examined as a necessary part of preparation to professional business life. Therefore, the training of foreign philologists is very important.The activities of foreign national philologist- Russian linguists after their education in Russia means that Russian language, history, culture and literature gain popularity outside of Russia.So foreign people who get the philology education future linguists, interpreters, authorities, teacher of Russian and journalists in relation to society. The linguists of Russian as a foreign language, are examined as a necessary part of preparation to professional business life. For this reason, increasing the ability of using audiovisual materials in the education of foreign national Russian linguists, become an important subject. The identification of the problem Higher vocational education in the Russian Federation is considered to be a qualified method of education in which the student and the teacher have a mutual relationship, leaving the passive methods of teaching the structure of this educational process to active and interactive methods, despite the requirements of the federal state education standard. There is a need of a standard of federal state education and high vocational training, but this education process is presumed as an interactive method and interrelationship between teacher and student. Foreign philologists who don’t care enough about national-cultural words use the reproduction method of education instead of competence based approach in teaching Russian as a foreign language lesson, course books and studies about Russian languages. As the experiments show, examined word units in the related disciplines cause significant difficulties for foreign students in understanding teaching materials and as a result, the unaccountable materials in teaching Russian elicit, in advance, a lack of objective competence that causes a decrease in motivation. The aim of the Study The aim this study is to examine the whole linguistic didactic education system that helps showing Russian public culture elements to foreign philology students in a nice and lively way by using unadapted audiovisual materials that are equipped with national contents. And it also aims to examine this system also helps increasing fund of knowledge about Russian folklore and Russian vocabulary. The Method More than one methods are used in order to realize the aims shown: analytic- descriptive method: study of scientific and scientificmethodological literature according to related research; comparing the studies of different Audiovisual Materials with a technical and didactic view; experimental and empirical method: learning and generalizing the existing teaching experiment by using audiovisual materials. Pedagogical controlling method: equipping the philology students that learn Russian as a foreign language professionally and also having these students gain the lessons of literature, history, linguistics, folklore professionally; survey- diagnosis (diagnostic) method: the survey that diagnosis part is applied interview; imitation (modernization) method: practical, draft lesson method, as a part of video courses about Russian as a foreign language. Formalizing method: The experimental teaching method that is applied with the aim of examining the efficiency of the techniques advised. Statistic method: the method of assessment the experienced methods with the aim of admitting the hypotheses and having the foreign philology students learn new words, linguistic-cultural materials. Components of the vocabulary teaching system that is equipped with national ingredients Using Audiovisual Materials to the foreign philologists: The aims of the System: Strategic system: building the language personality of foreign philologists that have much knowledge about the culture, concept and the importance of Russian language and can recognize both written and oral texts. Practical system: building the language personality of foreign philologists that are ready to comprehend the material facts and to join to educational communication. The educational system: building the social personality of foreign philologists who both know the prestigious