PRINCIPLE OF ACTIVE COMMUNICATIVENESS IN TEACHING FOREIGNERS THE RUSSIAN LANGUAGE

Abstracts. In the modern teaching methodology, the concept of
communicativeness appeared as applied to the practice of studying the Russian language by foreigners. Besides, communicativeness supposes the use of the language being studied from the
very initial stages of training in natural interaction purposesand
functions or as close as possible to them. Teaching foreigners the
Russian language, even in the absence of a Russian language environment, is understood as teaching speech, communication and
expression of thought.
In the practice of teaching a second language, the educational
principle of active communicativeness has developed and it is
aimed at establishing direct associative connections, inclusionof
students in that “linguistic picture of the world” that is characteristic of native speakers of the studied language, the possible
elimination of “mediations” with the native language, and the
search for “curtailment” of interlingua code transitions in students’ internal speech.
It is emphasized in the works of modern psychologists that positive results in learning can be achieved only when the students
have an internal urge to learn, clarity in understanding the common goals of learning. The stronger the motive, the greater the
need for speech activity it evokes. The student’s activity and his
or her ability to creative actionswill depend on the strength of
motives.
In recent years, there has appeared willingness for a deep study
of the goals and motives of learning, which, in turn, has givena
fundamental turn to didactics to the personality of the student,
the level of his or her claims.
The process of mastering the language should be the understanding of living foreign language reality. It requires that language
forms and structures be studied in the situations in which they
are naturally used by those for whom the language is native. To
understand the language an extra linguistic element is required,
awareness of the real situation with which this statement relates
(Mitrofanova O.D., 1985: 89).
As the main conclusions, the following propositions were put
forward:

  1. One of the pedagogical conditions conducive to the effective
    formation of the communicative competence of students is the
    “organization of the process of forming the communicative
    competence of students” (Vatyutnev M.N., 1988: 37).
  2. The second language acquisition is complicated by the fact
    that in the process of its use the character of reflection of social
    relations and the expression of categorical features, characteristics of the nomination change.
  3. The communicative methodology must be based in a balanced
    manner on all communications without the help of the mother
    tongue.

Keywords: innovative technologies, traditional teaching methods, readers’ culture, educational technologies, teaching technologies

Yelena V. Chjen
Namangan State University
Namangan city, Uzbekistan
e-mail: korobkina.svetlana22@gmail.com