Vol 8, No 1 (2022)

The professional competence of a teacher of Russian as a foreign language includes the methodological and testological components. The study notes their unity, draws parallels between their content. The professional competence of a teacher of Russian as a foreign language, along with the linguistic, sociocultural, psychological competence, includes the methodological competence, which acts in unity with the testological one. The study presents the requirements for testers. These requirements, according to the author, correlate with the professional portrait of a teacher of Russian as a foreign language, since they are largely identical: objectivity; observance of moral and legal standards and requirements of society; respect for student rights; correctness and restraint in public assessments; confidentiality of results and others. The conclusions emphasize the deep integration of linguodidactic testing into the educational process.

The model of teaching foreign students at the preparatory faculties of Russian organizations of higher education is investigated. The specificity of the content of educational programs is revealed, the necessary pedagogical and organizational and methodological conditions for ensuring the quality of the implementation of additional general educational programs in Russian, the level of material and technical support of higher education organizations are characterized. The following conditions are determined aimed at improving the quality of educational programs: amendments to the existing legal acts governing the implementation of additional general educational programs that provide training for foreign citizens and stateless persons to master professional educational programs of higher education in Russian; introduction of a system of independent evaluation of the quality of educational programs; conducting public accreditation of educational programs; creation of a single bank of control and measuring materials for the final certification of graduates of preparatory faculties; organization of continuous professional development of teachers and employees of the educational organization involved in the educational process and work with foreign students; implementation of additional general educational programs in the network form; posting up-to-date information about ongoing programs on the organization’s website, on the Internet and in social networks.

The formation stages and the current state of pre-university training of foreign citizens at the Belarusian State University are considered. The achievements are noted, the prospects and main tasks for the further development of pre-university education are determined. The structure of the Institute of Additional Education created at the university in 2020 is presented. It is concluded that the creation of the Institute of Additional Education of the Belarusian State University made it possible to coordinate and intensify the work on the export of education, as well as to improve the quality of training of foreign citizens through the improvement of traditional and the introduction of the latest educational and information technologies into the educational process.

The didactic potential of artificial intelligence systems, such as Alice’s voice assistant and chat bots, is considered. An analysis of the existing research on this topic is carried out and the experience of using artificial intelligence systems in Russian as a foreign language classes is given. The technology of a chatbot is revealed as a computer program designed to simulate a real dialogue between a virtual interlocutor and a user. The author concludes that artificial intelligence technologies at this stage are modern accessible teaching aids and do not compete with teachers. Despite great educational and cognitive potential, these technologies cannot replace live communication in the classroom, but they can make the process of learning Russian as a foreign language exciting and interesting.

The units of non-verbal language and the rules for their use should become the same object of study as the norms and rules of verbal language. The necessity of teaching a non-verbal language within the framework of the socio-cultural adaptation of foreigners studying Russian at the preparatory faculties of Russian universities is substantiated. A dictionary-type multimedia textbook can be an effective tool for teaching non-verbal communicative behavior. The main advantage of this book lies in the ability to create a Russian-speaking learning environment with a visual presentation of information. Due to its versatility, the multimedia textbook is both a reference publication and a tool for developing the communication skills of foreign students, which allows you to simultaneously solve the issues of adapting foreign phones in the Russian socio-cultural environment.

The role of international student conference as a special form of academic communication of foreign students in Russian is considered. The experience of holding a mixed (offline and online) form of an international student conference at Tver State University of Russian and foreign students of philology and students of translation is analyzed. The conclusion is made about the effectiveness of the format of a scientific international student conference in order to improve the level of Russian language proficiency of foreign students, as well as to develop the sustainable interest in the Russian language and culture.

The professional competence of a teacher of Russian as a foreign language includes the methodological and testological components. The study notes their unity, draws parallels between their content. The professional competence of a teacher of Russian as a foreign language, along with the linguistic, sociocultural, psychological competence, includes the methodological competence, which acts in unity with the testological one. The study presents the requirements for testers. These requirements, according to the author, correlate with the professional portrait of a teacher of Russian as a foreign language, since they are largely identical: objectivity; observance of moral and legal standards and requirements of society; respect for student rights; correctness and restraint in public assessments; confidentiality of results and others. The conclusions emphasize the deep integration of linguodidactic testing into the educational process.