Лингвокультурологический подход к преподаванию русского языка в финляндском университете

Abstract

The article describes the experience of teaching Russian language and culture at the University of Finland. In particular, methodological techniques from the field of linguistics related to the study and comparison of languages and cultures are described. The author recognizes the importance of solving the problem of language teaching through the prism of culture and the need for a broader coverage of the cultural component in the teaching of language disciplines. The relevance of the article lies in the fact that the paper discusses the issues of building intercultural communication in heterogeneous courses, discusses ways to develop cultural and linguistic competence of foreign and bilingual students studying Russian outside of Russia. Thus, this study is relevant not only in one country, it helps to contribute to the development of new methods of teaching Russian abroad. The purpose of the study is to describe the types of pedagogical work with students, while applying a linguoculturological approach, to consider ways of organizing language teaching taking into account its cultural component. The theoretical research methods used in the work are based on the principles of comparative linguoculturology; despite this, they allow us to consider the Russian picture of the world from the standpoint of a representative of Finnish culture, a native speaker of the Finnish language. Empirical methods of analysis of the author's pedagogical work, critical consideration of the applied techniques are also used to solve the tasks. The results of the study confirm the expediency of including linguistic and cultural units, culturemes in training. The author gives concrete examples of the use of nonverbal and verbal forms of culturemes in the classroom. The choice of culturemes is determined by the content of the course and the cultural and linguistic competence of students. In the article, the author argues that the described forms of work should be used in a heterogeneous audience with students with different cultural and linguistic competence.