Continuity of approaches to teaching Russian as a foreign language

Abstract

In the article the history of the development of the methodology of teaching Russian as a foreign language in its relationship with narratives in the humanities was examined. The purpose of the article is to trace the process of formation of the methodology of teaching Russian as a foreign language and to determine the degree of relevance of the communication method in modern practice. The role of anthropological theory in the change of teaching paradigms and the transition from the grammar-translation to the communication method was shown. The cognitive approach and its successive potential in relation to the humanistic and global approaches in language teaching were characterized. Through comparative analysis, the methodological approaches of B. Skinner and K. Roger, ontological, existential “turns” (“epistrophe”) in the development of human sciences were differentiated. The subject-subjective nature of the communicative method makes it in demand in modern education in general and in the methodological system of language teaching, in particular. Important factors in the effectiveness of this method are its focus on the academic immersion of a foreign student in the linguacultural and social environment of the studied language.