Lingvotrenager as a means of electronic linguodidactics: experience in the development and implementation of the video tutorial cycle "A Walk in the Primorsky Territory" in the learning process of RCT

Daria Menzhulina
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Abstract

The subject of the study is the linguodidactic and linguometodic potential of the interactive simulator as a means of electronic linguodidactics in the practice of teaching Russian as a foreign language. In the course of the research, a set of methods is used: methodological modeling, questionnaires, expert evaluation, etc. The main method of research is the method of pedagogical experiment. During the experiment, a model of the educational process was built using a language trainer as a means of electronic linguodidactics. The pedagogical experiment was conducted in three stages and was aimed at studying the features of the educational process when teaching Russian as a foreign language using electronic linguodidactics. The data for the analysis were collected by questioning the students who took part in the experiment.   The relevance of the study of electronic linguodidactics in the teaching of RCT lies in the fact that in the conditions of a pandemic and a mass transition to distance learning, the needs of students in intensive foreign language acquisition continue to grow. This requires RCT teachers to create and use electronic educational resources in language teaching and their multidisciplinary development. In addition, the idea of syncretism of educational technologies seems relevant. The study made it possible to formulate the theoretical foundations of the linguometodic simulator in the most complete way and to confirm its practical significance in teaching RCT. The theoretical and practical significance of the research lies in deepening and expanding scientific and methodological ideas about the place and role of an interactive language trainer in the environment of electronic means of teaching RCT, as well as in presenting opportunities to improve the effectiveness of the formation of language skills and speech skills in teaching RCT. The main conclusion of this study is the position on the relevance of the use of electronic linguodidactics in the teaching of RCT, in particular an interactive language trainer.
Lingvotrenager作为电子语言教学手段:在RCT学习过程中开发和实施视频教学周期“漫步滨海边疆区”的经验
本研究的主题是交互式模拟器作为一种电子语言教学手段在对外俄语教学实践中的语言教学和语言计量潜力。在研究过程中,采用了方法论建模、问卷调查、专家评价等方法。研究的主要方法是教学实验法。在实验过程中,使用语言训练器作为电子语言教学的手段,建立了一个教育过程模型。本教学实验分三个阶段进行,旨在研究使用电子语言教学法进行对外俄语教学的教学过程特点。分析的数据是通过询问参加实验的学生来收集的。电子语言教学研究与随机对照试验教学的相关性在于,在大流行和大规模向远程学习过渡的情况下,学生在强化外语习得方面的需求继续增长。这就要求RCT教师在语言教学及其多学科发展中创造和利用电子教育资源。此外,教育技术融合的概念似乎是相关的。本研究使语言计量模拟器的理论基础得以最完整的构建,并证实了其在RCT教学中的实际意义。本研究的理论和实践意义在于深化和拓展了交互式语言培训师在RCT电子教学环境下的地位和作用的科学和方法论观念,并为提高RCT教学中语言技能和言语技能形成的有效性提供了机会。本研究的主要结论是在RCT教学中使用电子语言教学的相关性,特别是在交互式语言培训器中。
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