YABANCI UYRUKLU FİLOLOGLARIN EĞİTİMİNDEKİ İNTERAKTİF METOTLARIN ROLÜ (A.S. PUŞKİN’İN ‘‘TİPİ’’ UZUN ÖYKÜSÜ ÖRNEĞİNDE)

THE ROLE OF INTERACTIVE METHODS IN EDUCATION OF FOREIGN NATIONAL PHILOLOGISTS (AN EXAMPLE FROM A.S PUSHKIN`S LONG ROMANCE “THE BLIZZARD”)

Özet

Bu çalışmada yabancı uyruklu filologların eğitiminde interaktif metotların incelenmiştir. ''Yönlendirilmiş okuma'' tekniğinin kullanımına dayalı olan öğretim süreci istisnasız tüm öğrenci gruplarının bilgilerinin kazanım süreci dâhil edilerek oluşturulmaktadır. Makalede yabancı uyruklu filologlara Rus dili öğretiminin interaktif metotlarının dilsel-didaktik imkânlarının öğretimi incelenmektedir. Yabancı dil olarak Rus dili öğretimi sırasında ''yönlendirilmiş okuma'' tekniğinin uygulanması klasik edebiyatın Rusça okunmasına ve Rus dilinin öğrenilmesine olan motivasyonu arttırmaktadır. Verilmiş olan interaktif metot sanatsal metnin dilsel olarak yorumlanmasında ve ev ödevi çerçevesinde hazırlanmış olan eğitim sürecinde kullanılabilir. Ele almış olduğumuz bu çalışma Türkiye'deki Rus Dili ve Edebiyatı Bölümü öğrencileri üzerinde Rusya Federasyonu devlet standartında bulunan lisans programı temel eğitiminin %30'unun, yüksek lisans programı temel eğitiminin %50'sinin kullanıldığı interaktif eğitim sistemine göre uygulanmaya çalışılmıştır. ''Pratik Rus Dili Kursu'' veya özel kurslar çerçevesinde yabancı uyruklu filologların eğitimleri sırasındaki interaktif metotların kullanımı yabancı uyruklu öğrencilere doğal iletişim sürecinde Rus diline daha canlı ve rahat bir atmosferde hâkim olmaya imkân vermektedir.metotlar bu yüzden öğrencilerin yoğunlaştırılmış eğitimlerinde kullanılmaktadır. Öğretmenin görevi en uygun metotları, yöntemleri ve teknikleri bulmaktır. Üretken öğrenme süreci öğrencilerin algılama etkinliğinin gelişimini, eğitimin bitişinden sonra ortaya çıkan problemin çözümüne dair çözüm sağlamaya imkân veren öğrencilerin entellektüel durumlarını ayarlamaya çalışır. Bu doğrultuda yapılan çalışma Rus dili öğretiminde etkin bir yöntem olarak karşımıza çıkar

Abstract

In this study, the role of interactive methods in the training of foreign philologists was examined in terms of "directed reading" technique. The teaching process based on the use of '' directed reading '' technique is created by including the acquisition process of all student groups' information without exception. It examines the teaching of the linguistic-didactic possibilities of interactive methods of Russian language teaching to foreign philologists. The application of '' directed reading '' technique during Russian language teaching as a foreign language enhances the motivation for the reading of classical literature in Russian and the learning of Russian language. The given interactive method can be used in the linguistic interpretation of the artistic text and in the educational process prepared in the framework of homework. This study, which we have dealt with, tried to apply to the Russian Language and Literature Department students in Turkey according to the interactive education system where 30% of the undergraduate program in the Russian Federation state standard and 50% of the master program basic education are used. The use of interactive methods in the course of "Practical Russian Language Course" or in the course of special courses allow foreign students to dominate the Russian language in a more lively and comfortable atmosphere in the natural communication process. That is why; interactive methods are precisely used in intensified trainings of adults. The duty of the teacher is to find the most appropriate methods and techniques. The productive learning process, which allows the development of the perceived effectiveness of the students and the solution of the problem that occurs after the end of the education, tries to adjust the intellectual status of the students.The study made in this direction emerges as an effective method in Russian language teaching The entrance of the learning process of interactive methods in education related to the necessity of the usage of the intellectual-creative potential of the individual is a vital request for the higher education federal state education standard in the Russian federation. This request in education process of higher education institutions includes the paradigm of innovative education, which is personally developing. According to the state standard of Russian federation, while the basic program of undergraduate education is supposed to include lectures, which are in an interactive manner from 10% to 30%, the basic education of master degree program is to include courses interactively from 30% to 50 %. There is not any exceptional implementation for training of foreign national philologists as well. The use of interactive methods that is used by foreign national philologists in the courses of “Practical Russian Language course” or within the scope of private courses allow the foreign national students to dominate the Russia language in a more lively and comfortable atmosphere during the process of natural communication (Lazarev, Fisenko, Çernova, 2016, ss.21-26). Students are more involved into the learned situation, are actively encouraged to act, enjoy the sense of success, motivate their behaviour, respectively. The teacher who enables the students to become active motivates the students to search for new information individually in the learning process by playing the supporting role on the subject. That is why; interactive methods are precisely used in intensified trainings of adults. The duty of the teacher is to find the most appropriate methods and techniques. The productive learning process, which allows the development of the perceived effectiveness of the students and the solution of the problem that occurs after the end of the education, tries to adjust the intellectual status of the students. Placing the problem In this study, the role of interactive methods in the training of foreign national philologists is examined in terms of "directed reading". The teaching process based on the usage of '' directed reading '' technique is constituted without exception by including the acquisition process of the information of all student groups. Each student contributes to the study by expanding the linguistic-didactic facilities belonging to active method of education, and the interactive technique, that is, “directed reading” which is driven method of reading in a wide range of languages. The story choice of A.S. Pushkin is not coincidence. In the lectures of Russian language teaching (RKI) as a foreign language, teachers frequently read the work or the pieces of the work together within the frame of the linguistic interpretations of artistic texts or the context which is given as a homework. Thanks to the technique of “directed reading “, problems such as linguistic complexities and linguistic competence, which occur in the groups of foreign national students, disappear more quickly. Foreign national students not only learn speaking Russian but also listen to others. The condition of the effectiveness of the educational process is the implementation of constantly developing methodological principles. These are as follow: linguistic principle (systemness, concentricity, limitation or divergence of the acts in the level of language and speaking, performance, tone differentiation, minimisation, conditional and thematic organisation of the material, syntactic based grammar and language learning), didactic principle (consciousness, visual method usage or visibility, stability, availability, achievability, systemness, rationality, activeness, collectiveness, developing education, creativity), psychologic principle (motivation, knowledge creation step by step, tendencies, skills, students’ individual-psychologic characteristics), methodical principle (dependence, characteristics of the mother tongue, integrity, not dictionary usage, reciprocal education for all speaking styles) (Metodika prepodavaniya russkogo yazıka kak i