Actual Problems of Modern Linguodidactics

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The paper is devoted to teaching Russian language to foreign students at the pre-university stage of preparation for study at the main faculties of Russian universities. The ongoing process of general humanization of education at all its stages involves the search for effective technologies and the renewal of the educational paradigm as a whole. The main attention in this work is focused on such controversial issues as the anthropological linguodidactic paradigm, which is based on attention to the personal “project” of self-development of students and synergistic subject-subject interaction between the teacher and foreign students. The undertaken consideration of modern educational discourse, taking into account the ideas of self-development, self-organization and non-linear understanding of cause-and-effect relationships, makes it urgent to develop synergetic anthropology aimed at creating an active educational environment that takes into account the personal characteristics and potential capabilities of all subjects of university educational activities. The undertaken study allows us to conclude that modern linguodidactics, focused on an anthropocentric approach to language, implies the priority of subject-subject relations in pedagogical activity, synergistic interaction of all participants in communication, integration of knowledge, skills and competencies. A value approach to the personality of a student is a condition for his successful entry into the cultural world of the language being comprehended for his subsequent education at a Russian university.

About the authors

Tatyana E. Vladimirova

Peoples’ Friendship University of Russia (RUDN University)

Author for correspondence.
Doctor of Philology, Professor, Teacher of Additional Education of the Department of the Russian Language and Intercultural Communication of the Institute of the Russian Language of 6, Miklukho-Maklaya st., Moscow, 117198, Russian Federation


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