PROBLEMS OF TEACHING RUSSIAN GRAMMAR TO A FOREIGNAUDIENCE (PRE-UNIVERSITY TRAINING)

Abstract

This article is devoted to the characteristic of the linguistic-didactic level of the teacher of Russian as a foreign language at the initial stage of training. At the same time, by the linguistic-didactic discourse we understand the process, the elements of which are the teacher's speech in oral and written forms and his communicative behavior during the preparation for the lesson and during the lesson itself. The relevance of the study is due to the fact that the speech of the teacher of the Russian language is a complex socio-linguistic, psychological and pedagogical education, correlated with the concept of discourse. On the one hand, it is the speech of a native speaker, on the other hand, it is the speech of a philologist-linguist, for whom knowledge of grammatical categories and mastering them is the basic competence of a specialist. The task of a Russian teacher is to make the process effective and methodically expedient. The choice of grammatical form is influenced by such factors as the stage of training, the feasibility of introducing a grammatical category in full, the possibility of introducing a new grammatical form by memorizing. Communicative activity principle of modern methods of teaching foreign languages involves the study of grammar as a tool of communication; all educational grammatical categories are communicative rich. The skill of the teacher of Russian is not only to make studying grammar clear to the student, but also not distorting the grammatical structure of the