Russian is not a native language. Professor Rosenthal: “Russian is not my native language. This is very important

Learning Russian as a non-native language

Fedoryuk L.V.,

teacher of Russian language and literature

MOU secondary school No. 31 of Komsomolsk-on-Amur VKK

To master a foreign language

It is necessary to comprehend another world ...

A. Martine

The time will come (and not far off)

Russian language will begin to be studied

Along all the meridians of the globe.

A.N. Tolstoy

“In essence, a migrant is a person who lives in your house, and often lives without asking you. Moreover, it is obvious that if something happens he has somewhere to go, but the owners have nowhere. Therefore, migrants are obliged to adhere to a certain set of rules, which must be offered to them without discussion. In order to sooner or later find themselves on an equal footing with the owners, the newcomers must earn this right. They have to put in a lot of effort - working creatively for this country, trying to immerse themselves as deeply as possible in its traditions and customs. They must know the Russian language, they must know the traditions and culture "

Boris Yakemenko

Peoples' Friendship University of Russia

In connection with the adoption of the Federal Law of December 29, 2012 No. 273-FZ "On education in Russian Federation»The state authorities of the constituent entity of the Russian Federation in the field of education ensure the state guarantees of the rights of citizens to receive public and free preschool, primary general, basic general, secondary general education. Foreign citizens have equal rights with citizens of the Russian Federation to receive preschool, primary general, basic general and secondary general education, as well as vocational training by programs vocational training by professions of workers, positions of employees within the limits of development educational program secondary general education on a public and free basis.

Russians of various nationalities live in the Russian Federation and thousands of migrants from different states The CIS, therefore, the Russian language, being one of the most widespread in the world, acts as a language - an intermediary in communication between people of different nationalities, regardless of their citizenship. However, many of the newly arrived refugees and internally displaced persons have little or no command of Russian, so it is quite difficult for them to live and work in our country without a good command of Russian. Hundreds of thousands of migrants come to us in search of work. Many of them settle in Russia for a long time, bringing their families with them. Children, wherever they live, need to study, and so-called "ethnic" inclusions have formed in Russian schools - children who do not know the Russian language at all or know it much worse than their Russian peers. However, all of them must study and, therefore, master the Russian language as a state language and as a language of intercultural communication. (Order of the Ministry of Labor and Social Protection of the Russian Federation No. 544n "On the approval of the professional standard" Teacher (pedagogical activity in the field of preschool, primary general, basic general, secondary general education) (educator, teacher) "dated October 18, 2013).

The federal target program "Russian language", adopted by the Government of the Russian Federation (December 29, 2005, No. 833), contains a whole section "Strengthening the position of the Russian language as a means of interethnic communication between the peoples of the Russian Federation."This section includes a number of specific provisions. They aim at work in the following areas: educational institutions RF "," Conducting a systematic observation and analysis of the balance of Russian national bilingualism on the territory of the Russian Federation, for the preparation of "forecasts and recommendations on the functioning of the Russian language as a language of interethnic communication of the peoples of the Russian Federation." Within the framework of this program, a theoretical study of the problem of Russian as a non-native language is carried out, the activities of schools in teaching migrant children are analyzed.

The federal target program "Russian language", adopted by the Government of the Russian Federation for 2011-2015, is dictated by the special importance of supporting Russian culture and the Russian language, which is a key factor in the harmonious development of a person, the preservation of the unity of Russian society and serves as the necessary potential of Russia for the formation of a positive image of the country abroad.

We, teachers of the Russian language and literature, know perfectly well that the main task of teaching the Russian language in the present stage- the purposefulness of training to achieve a specific end result (successful passing of the exam). All schoolchildren of the Russian Federation must go through the system of state final certification, not differentiated depending on the knowledge of Russian as a native or non-native language.

Therefore, questions arise: “How to organize educational process? "," How to teach Russian to non-Russian students? " Hence, it becomes obvious: the main goal of teaching is to create conditions for the "soft" inclusion of children in the learning process, to correct existing and form new knowledge in the field of the Russian language, as well as to teach the types of speech activities (listening, reading, speaking, writing), removing interference ( Students perceive the laws of the Russian language through the prism of their native language and transfer the phenomena of their native language into Russian speech, which often leads to errors (this transfer is called interference) in speech and at different levels of the language system.

There are three main categories of migrant children. The first of them includes students who are fluent in Russian and do not speak their native language; to the second - those who are fluent in their native language and do not speak Russian (foreigners); to the third - those who simultaneously speak native and Russian (bilinguals).

Recently, there has been a trend towards an increase in the number of foreigners who speak the language at the threshold level, at the level of urban communication. This is not enough to adapt the child to later life in society. When the doors of Russian schools opened for little foreigners, it became obvious that ignorance of the language would not allow them to immediately engage in the educational process - therefore, these children urgently need to be taught the Russian language. And here a number of questions arose that required an immediate solution: how, who and when will teach the Russian language to children-emigrants at school? But you and I knew: we - no one else. The basic, basic program in the Russian language, however, as well as in other subjects, has not been canceled for this category of students. Consequently, classes in the Russian language should be held additionally, which is not always possible to implement in every educational institution for different reasons... Therefore, the teacher, when planning the lessons of the Russian language and literature, must take into account the characteristics of the contingent of his class.

It is difficult to determine any unique approaches to teaching Russian language to foreign students. Firstly, the contingent of this group of students is diverse according to various criteria: the initial knowledge of the Russian language, the level of the general culture of the family, its plans for the further education of the child (in Russia or at home, at a university or specialized secondary school). educational institution, or initial vocational school), the belonging of the family's native language to a particular language group (in the same class, in addition to children for whom Russian is their native language, representatives of East Iranian, North Caucasian, Uralic, Turkic and other language groups can be taught, which will determine their specific difficulties in mastering Russian language as a system). Secondly, there is a very serious contradiction between the request that a schoolchild from a foreign language family has in learning the Russian language and the school curriculum for the Russian language. A student, first of all, needs free communication, but the school needs that a student from a migrant family pass the unified state exam or pass the state final certification no worse than others, does not reduce the school's performance during its certification, and successfully masters the school curriculum in all school subjects, which it is impossible without knowledge of the Russian language - teaching is conducted in Russian in all subjects for a student - a foreigner, as well as for Russian. The main measure of responsibility in this case for how the adaptation of a non-Russian-speaking student to the Russian language environment will take place lies with the teacher of the Russian language.

This problem has several aspects, so it must be considered from different angles.

On the one hand, learning the language of the country to which a person has moved is the most important and sure way to his quickest adaptation and socialization. This is extremely important for immigrant children who do not speak Russian or speak it poorly. Knowledge of the Russian language is one of the most essential factors necessary for normal communication with peers and teachers, the possibility of obtaining education and further work, preventing interethnic and other conflicts. Lack of language proficiency by adults reduces their demand in the labor market, while children - it interferes with learning and getting an education. It also leads to confrontation between indigenous people and visiting citizens.

The main problems that migrant children have are difficulties in perceiving and adopting a different culture, increased anxiety, low self-esteem, insufficient development of communication skills, insufficient ability to competently solve problems caused by culturally determined differences in the methods of non-verbal communication, norms of attitudes, values, lack of knowledge sufficient for socialization about the basics of Russian legislation, culture, history, traditions, and norms of behavior in everyday life.

Therefore, adaptation and socialization, comprehension of the language is possible only through intercultural communication, i.e. communication carried out between individuals of different cultures. In the process of such adaptation, one's own norms, forms of behavior, their conformity with the norms of the culture of the country in which a person lives are consciously subjected.

Creation of ideas about the components of culture, bearing national-specific coloring (morals, cultural and historical traditions, peculiarities of the world perception), the study of background knowledge through linguistic ethnospecific realities will help to some extent overcome this problem. Invaluable assistance in work in this area is provided by holding extracurricular activities that allow migrant children to get acquainted with the peculiarities of Russian culture, mentality, traditions, history, and develop in them a positive image of the country in which they live. I think that this aspect will not cause us any particular difficulties, since each of us has experience in introducing a regional component.

On the other hand, language acquisition by migrant children is pragmatic. Language is a means of communication. A migrant student studying Russian must not only know how the language is tripled, but also practically know it. A functional approach to language learning, a declaration of communication is the goal of teaching foreign language students a language. Therefore, all of its logical and grammatical structures should be studied for the sake of their functions, which correspond to the communicative needs of students of a certain contingent.

Therefore, the first steps of a Russian language teacher when working with foreigners should be aimed at forming a positive motivational attitude towards the Russian language through the development of cognitive interest and awareness of social necessity (for the needs of communication).

The formation of cognitive interest is facilitated by:

Entertaining emotional tasks with new information, requiring a combination of different types of memory, creative;

Control of the speech activity of students, their knowledge of their results, their successes;

Active use of fiction texts;

The novelty of methods and techniques, continuity, problematic in teaching;

Usage technical means training, Internet resources.

The formation of a social motive is facilitated by:

Creation of speech situations that cause a desire to speak out;

Instilling needs for communication, better language acquisition.

The student must understand that without knowledge of the Russian language he will not be able to realize himself as a full-fledged member of society, at the same time, especially for junior schoolchildren, an important condition for successful language acquisition should be an emotional attitude, an emotional climate in the school team.

Russian language lessons in multi-ethnic classes have their own peculiarity, because the teacher should take into account the level of language proficiency of foreign students when developing a lesson and selecting assignments.

Basic methods of ILV training

Classic approach to language learning

The classic course is aimed at students of different ages and most often involves learning the language "from scratch". The tasks of the teacher include traditional, but important aspects of the formulation of pronunciation, the formation of a grammatical base, the elimination of the psychological and language barriers that impede communication.

The classical approach is based on the understanding of language as a real and full-fledged means of communication, which means that all language components - oral and written speech, listening, etc. - need to be developed in students in a systematic and harmonious manner. The classical technique partly turns language into an end in itself, but this cannot be considered a disadvantage. Such an integrated approach is aimed primarily at developing students' ability to understand and create speech.

Linguistic sociocultural method

One of the most serious and comprehensive methods of learning a foreign language is linguistic sociocultural, involving an appeal to such a component as the social and cultural environment.

Proponents of this method firmly believe that a language loses its life when teachers aim to master only "lifeless" lexical and grammatical forms. "Personality is a product of culture." Language too.

Previously, they monitored the correctness of speech; now, in addition to this, they strive to increase its content. The meaning of the transmitted information is important, that is, the communicative level, because in any case final goal communication - to be understood.

The linguistic-sociocultural method includes two aspects of communication - linguistic and intercultural. Our lexicon has been replenished with the new word bicultural - a person who is easily guided by national characteristics, history, culture, customs of two countries, civilizations, if you like, worlds. For a student, it is not so much a high level of reading, writing, and translation that is important (although this is by no means excluded), but "linguo-socio-cultural competence" - the ability to "dissect" a language under the microscope of culture.

The linguo-socio-cultural methodology is based on the following axiom: "Linguistic structures are based on sociocultural structures." We get to know the world through thinking in a certain cultural field and use language to express our impressions, opinions, emotions, perception.

The purpose of learning a language using this method is to facilitate understanding of the interlocutor, the formation of perception at an intuitive level. Therefore, each student should treat the language as a mirror reflecting the geography, climate, history of the people, their living conditions, traditions, way of life, everyday behavior, creativity.

Communicative method

Of the 4 "whales" on which any language training (reading, writing, speaking and listening comprehension) rests, increased attention is paid to the latter two.

The main goal of this technique is to teach the student to first speak fluently in the language, and then think in it. Mechanical reproductive exercises are absent here: their place is taken by game situations, work with a partner, tasks to find errors, comparisons and comparisons that involve not only memory, but also logic, the ability to think analytically and figuratively. The whole complex of techniques helps to create a kind of environment in which students should "function": read, communicate, participate in role-playing games, express their thoughts, draw conclusions. The language is very closely intertwined with the cultural characteristics of the country, therefore, training certainly includes a regional aspect. It is necessary to give a person the opportunity to easily navigate in a multicultural world.

The focus is on the now popular individual approach. When mastering this technique, great emphasis is placed on the use of audio, video and interactive resources. Thanks to the variety of methodological techniques, the process of skills formation is accelerated, necessary for a person in modern business life (ability to make a report, conduct presentations, conduct correspondence, etc.).

Innovative approaches to teaching Russian in a multicultural environment.

Innovative approaches to teaching the Russian language are primarily associated with a change in the role of the teacher. In modern conditions, it is very important that the teacher does not give students ready-made knowledge, but shows the way to the acquisition of knowledge, taught to acquire knowledge.

It is important to understand that the reason for poor knowledge of the Russian language is primarily associated not only with the problem of social and psychological adaptation of the student to a new culture, to new traditions, values, guidelines, but also with mastering the principles of an activity-based approach to teaching Russian as a foreign language.

This requires a language specialist to choose effective forms of working with texts of different types and styles of speech, listening, speaking. In this regard, the lessons of speech development, lessons of complex analysis of the text require special attention.

When working with migrant students, it is very important for a language teacher to take into account the mistakes that these students make. It is impossible to teach foreign language children the Russian language without knowing the types and types of mistakes they make. What is a mistake in the methodology of teaching Russian as a foreign language? In accordance with the definition given in the Dictionary of Methodological Terms (EG Azimov, AN Shchukin, 1999), the mistake is “deviation from the correct use of linguistic units and forms; the result of a student's erroneous action ”. At the same time, errors are classified according to aspects of the language (phonetic, lexical, grammatical, stylistic) and types of speech activity (understanding a foreign language, errors in speaking, reading, writing). In accordance with the teaching of foreigners, the error is regarded “as the choice of a unit from a number of single-level units, members of one paradigm, incorrect for the given operating conditions”. Thus, a systematic approach to the Russian speech of foreigners allows at all stages of learning to identify errors caused by the mechanisms of intralingual and interlanguage grammatical interference, their interaction and interrelation.

A number of common mistakes migrant children make

Phonetic errors.

The type of phonetic errors in to a greater extent depends on the nationality of the child. For example, children. Those who came from Tajikistan and Uzbekistan experience difficulties in distinguishing between hard and soft consonants, in the use of Y and I (pumpkin - tikva). In addition, in the absence of any sounds in their native language, students pronounce Russian words incorrectly, replacing sounds unfamiliar in articulation with more convenient pronunciation. One of the most important problems is the wrong emphasis.

Teaching Russian pronunciation

It is known that the articulatory apparatus of every person from childhood gets used to certain movements characteristic of the sounds of the native language, its phonetic system as a whole. Therefore, taking into account the peculiarities of the native language should be considered one of the main principles of teaching Russian pronunciation in a multi-ethnic school. You know that spelling and reading are closely related to the sound system of a language. Most spellings are based on pronunciation. Therefore, in written works of students, more than 60% of all errors are phonetic, caused by a violation pronunciation norms... (spelling -30%).

Difficulties associated with developing the skill of pronouncing a non-native speech are explained by the fact that the child's hearing and organs get used to the sounds of his native language before entering a Russian school. According to Trubetskoy, “listening to someone else’s speech, when analyzing what we hear, we involuntarily use the“ phonological sieve ”we are used to, which turns out to be unsuitable for the foreign language. Not having phonemic hearing to differentiate the sounds of the Russian language, students equally hear sounds such as "and" and "s", soft and hard consonants. (Phonemic hearing is developed in children aged 1 to 3 years). Exit: five minutes to practice the pronunciation of those sounds and phrases in which students make mistakes. Our students also need this. Within the framework of the study of phonetics in the fifth grade, five minutes are a methodically competent scientifically grounded technique. What if grade 10? When you speak, watch your speech, pronounce sounds clearly (this is a natural method).

What are the main methods of teaching pronunciation?

When starting to practice articulation skills, the teacher should remember that there is not a single sound of the Russian language that would be pronounced like the sound of the student's native language. The scientific principle - identical letters do not mean identical sounds. Currently, when teaching Russian as a non-native language, the following methods are used:

Imitation, or imitation of the pronunciation of the teacher's speech. Showing or explaining articulation when pronouncing a sound (Reformatsky A. A. "Introduction to linguistics"). The role of technical means. We talk a lot today about innovative teaching methods. Teaching non-Russian students should be just that. Showing the positions of certain organs of speech, including with multimedia, reading excerpts from works of art by professional readers (on a tape recorder). Comparison (or opposition) of the sounds of the Russian language with each other or with the sounds of the native language.

It is with the help of imitation that it is possible to develop a phonological hearing in students for the differentiation of the sounds of the Russian language. The imitation method can be used until graduation. Errors will be in the same sounds. L. V. Sherba “Special difficulties lie not even in those sounds for which there are no similar ones in the students' native language, but in those for which there are similar sounds in the latter. The method of imitation assimilates sounds that are different from the sounds of the native language.

Showing and explaining articulation.Articulation is the position of the speech organs when pronouncing a particular sound. The essence of the articulatory method lies in the fact that the teacher shows and explains the position of the organs of speech, their movement when pronouncing a sound.

So, instead of Y, the students pronounce I. Move the tongue back, as with Y, pronounce the sound quietly, compare the sounds "I" and "Y" in words. The imitation and articulation methods complement each other. Very often, the teacher clearly pronounces the word with the sound being studied and shows articulation.

Comparison. It is advisable to compare words that differ in one sound (glad, row). It is recommended to do the same through articulation, and then compare their meaning.

Comprehension of words using phonetic associations.The essence of the method: a sound similar to the native one is selected Russian word or a few words - phonetic association. Then the association is connected with a plot (better literary work) with the image of the word. Phonetic association "native word - image in Russian".

An effective technique for strengthening pronunciation is memorizingsmall poems, sayings, proverbs (which at the same time allows you to work with metaphorical vocabulary, to introduce them into Russian culture), saturated with the studied sounds. Easy-to-remember material allows you to practice articulating difficult sounds. For example u. Eyes, whiskers, tails, claws, and everyone is washed cleaner (cat).

The systematic repetition of easy-to-remember material, saturated with the studied sounds, contributes to the development of articulation skills.

Here are some exercises:

Read the words.Compare the pronunciation of the sounds "s" and "and" in them. Was and beat, washed and sweet, forgot and hammered (lexical meaning, morphological signs).

Read the words.Tell me how softness is indicated at the end of words (ate - spruce). The lexical skills, morphological skills, the role in the sentence (word in context) are practiced. It is good if the word is included in the phraseological unit (as a means of artistic expression). It is better if the proposal is taken from fiction (recognize the hero). Development of UUD, which corresponds to the new standard. All of these techniques work well with students who have speech therapy errors.

Linguistic methods of teaching Russian stress.

The stress in Russian is considered to be dynamic. The stressed syllable, and not the sound, stands out with greater intensity and duration. For successful learning It is important for a Russian stress teacher to know the similarities and differences between the accent models of Russian and native languages. This will help determine the reasons for the violation of accent norms, outline methodological techniques teaching the rules of stress. Inophones need to show the difference between stressed and unstressed syllables in a monosyllabic word. You can use the method of comparing the pronunciation of syllables under stress in the native and Russian languages. The assimilation of the main spelling rule - the unstressed vowel at the root of the word - is closely related to stress. Therefore, it is important to teach how to define stressed syllable by ear. And it won't hurt our students (most common mistake). Mountain - mountains, seas - sea. On the meaning of the word - arrows - arrows.

Lexical errors

Lexical errors consist in a violation of the accuracy, clarity, and consistency of word usage and are associated with the semantics of the Russian word. The error is:

The use of a word in an unusual sense: put the hat on the shelf;

Violation of lexical compatibility (misuse of paronyms, lexical units included in a certain lexical-semantic group): on Saturday I washed my clothes.

The main problem is the small volume of vocabulary of an expatriate student.

Enrichment of vocabulary.

Language acquisition is impossible without knowledge of words, since the word is the fundamental principle of language. Working with a word, or vocabulary work, is a special, purposeful enrichment of the vocabulary of students. What is meant by enriching vocabulary:

A quantitative increase in the vocabulary, or the acquisition of new words;

Qualitative enrichment of the vocabulary, or the assimilation of new meanings of words, their compatibility and expressive capabilities;

Awareness of the systemic connections of words: derivational, synonymous, the ability to classify words according to various systemic features;

Formation of flexibility, dynamism of the dictionary, that is, the readiness of the dictionary for active use in speech: the development of the skill of error-free choice of words and their correct combination with other words in accordance with the expressed thought and speech situation.

In the course of vocabulary work, students form an active, passive, potential vocabulary. Reliance on the native language, taking into account its positive (transposition) and negative (interference) influences in mastering a second language and one of the fundamental factors in the methodology of teaching Russian as a non-native language. Most of all, this principle is effective in the study of vocabulary, since the specificity of the language is manifested primarily in the field of meaning and lexical combination of words. Why errors appear in the speech of non-Russian children like: gave a name (not a title) to a painting, they took me as a pioneer, came to Moscow. The reason is the discrepancy in the volume of meanings of words in the native and Russian languages. In Turkic words name and title match one word Issem, took and received conveyed in one word alyu, came and came- in the word keleu , that is, these words in the native language are broader in volume and are used instead of two Russian words, so the students confuse these words. Overcoming errors of this type is possible when studying the synonyms of the Russian language, exercise: the choice of two or three synonyms of one possible. You should be guided by the principles of a general didactic plan (scientific character, consistency, etc.)

Organization of vocabulary work in the framework of ethno lessons.

Vocabulary work can be carried out at any stage of the lesson (explanation of the meanings of words, etymology of a word, working out pronunciation during writing, vocabulary and grammatical work, selection of synonyms and antonyms - that is, lexical-semantic, grammatical, spelling, word-formation work).

Translation can be used only if the word is given in its direct meaning. Non-translatable semantisation - the method of working with foreigners includes three ways of explaining words: interpretation (interpretation), semantisation through word-formation links, contextual way.

Interpretation of words.Definition through a generic concept, through a description (the one who), by means of synonyms and antonyms, including in the native language (the spring is Chishme (Tatar), the key, including the metaphorical component, the individual author's component.

Word-formation connections... This method relies on students' knowledge of the generating basis or derivational affixes (prefixes and suffixes). For example, by analogy with the words hare, a bear cub learning by the familiar suffix onok (enok) will understand the words (designation of cubs). - that is, a potential base of the vocabulary of students is created, a language guess is developed.

A contextual way of explaining.Explaining through context, especially ambiguous words... But here, especially when interpreting homonymous words (key, braid), it is necessary to support the linguistic guess with a translation or explanation of the meaning.

Dictionary work can be carried out through the concepts already known to us (identifying the meanings of words) and conceptual analysis. Let me remind myself of the components of the levels of language acquisition. Taking into account the specifics of the concept, which has a complex structure, we distinguish four stages of working with concepts:

1. Associative-intuitive - the selection of associations to the word.

2. Vocabulary - definition of the vocabulary meaning of a concept in a dictionary (in different dictionaries).

3. Contextual-metaphorical - identifying the semantic significance of a concept in the context of a sentence.

4. Conceptual (personal) - modeling of a personal concept.

Another feature of working with Russian vocabulary is the predicative function of nouns. The predication function is inherent in the original verb and adjective. But very often it is performed by the noun Not a man - a snake (semi-predictive function), Chelkash listened to his joyful cries and felt that he - a thief, a reveler - would never be so greedy. (that is, they characterize the subject of speech). Working through the concept concept.

Grammatical errors

Grammatical errors are most often associated with incorrect agreement of nouns and adjectives. For all learners of Russian as a non-native language, the following are especially difficult: the category of gender, the category of animate / inanimate, the Russian prepositional-case and temporal systems. The degree of difficulty in this case may be different, depending on the degree of closeness of the native and Russian languages. The Russian gender category covers nouns, adjectives, pronouns, verb forms (past tense, conditional mood, participles), therefore, the correct assimilation of many phenomena of the grammar of the Russian language (declension of nouns, agreement of adjectives, ordinal numbers, etc.) depends on the correct definition kind. Each language has its own system of distribution of nouns by gender - and the difficulties in mastering the Russian category of gender are explained by the systemic discrepancies between the native and Russian languages. But not only by them. A large number of errors in gender matching are caused by the lack of motivation of the gender category in Russian.
All this leads to errors like: my book, beautiful girl, hot water, big room, mom said, one newspaper, my dad is strong, etc. Errors associated with the category of animate / inanimate are typical. It is important for the teacher to see the difficulties of the studied unit in a complex: phonetic, lexical, grammatical, in order to determine the sequence of working with them.

For example, in simple sentences:

The book is on the table. My brother worked at a factory.

the teacher should provide:

phonetic difficulties (continuous pronunciation of a preposition with a noun, stunning / sounding: from the factory - in the table, etc.);

difficulty learning the case form(distinguishing between prepositions in and on, different design of nouns in the prepositional case: in a factory, but: in a sanatorium, in a laboratory);

difficulties in mastering verbal control(works where? happy with what? surprised why?);

difficulties in mastering the agreement of the subject with the predicate in gender, number(my brother was working, the book is lying).

Teaching elementary Russian grammar... The study of grammar, along with the acquisition of vocabulary, is the basis of the basics of mastering the Russian language. A student will only understand Russian words when he understands not only the lexical, but also the grammatical meanings of words. The skills of the correct use of words and their forms in phrases and sentences are both lexical and grammatical skills at the same time. So, the role of grammar in language learning is primarily practical - it is the mastery of speech ability in the target language. The practical role of grammar is expanding due to the fact that on its basis the skills of literate writing are developed: spelling literacy depends largely on knowledge of the rules for constructing words and the laws of inflection, that is, it is associated with word formation and morphology, punctuation literacy depends on knowledge of the syntactic structure of a sentence ...

However, the role of grammar is not limited to its practical meaning. Grammar is the logic of language, it reflects logical categories: concepts, judgments and inferences. Thus, grammar is closely related to thinking. Its study involves the ability to perform logical operations: comparison, opposition, classification, systematization, generalization. In fact, the study of grammar forms the basis of general linguistic education for schoolchildren.

Spelling mistakes.

Spelling errors of migrant children are associated not only with ignorance of the elementary rules for spelling words in Russian, but with the spelling of words according to the “I write as I hear” scheme. In this regard, in the written texts of such students one can find such words as "SIMYA", "KANESHNA", "PAMAGAYET"

Due to the presence of a large number of errors in oral and written speech children for whom Russian is not native, teachers working with this contingent of students are advised to take into account the following components of the methodology for teaching Russian to foreigners:

1. Students master both oral and written forms of speech on the basis of a consciously practical approach to learning a foreign language.

2.Grammar is mastered not by memorizing the rules, but by easy-to-remember lexical and grammatical models.

3. The models are specially selected sentences and texts, which expand and become more complex as the language is learned.

4. Mastering morphology - the result of studying case meanings. The sequence of studying the case meanings (as well as the verbs of the productive and unproductive classes that govern these cases) is dictated by the frequency of their use in the language.

5. The vocabulary is selected according to the frequency dictionary of the modern Russian language (there are no archaic and little used words) and is tied to the peculiarities of residence or interests of students.

6. Explanation of the word is associated not with its interpretation, but with the analysis of the composition of the word. The student memorizes the word, as if "taking a picture" of it and then writing this word many times.

Approbation of the textbook by E. A. Bystrova "We study the Russian language" Grades 5-7.
The preparation and publication of this textbook was carried out within the framework and at the expense of the Federal Target Program "Children of Families of Refugees and Forced Migrants" of the Ministry of General and vocational education Russian Federation. The textbook is intended to solve the problem of social and speech adaptation of children to the new conditions of teaching in Russian. This manual is recommended in order to activate the existing speech skills of students in a short time, to ensure communication in Russian in the educational and household spheres. Correct the existing and form new knowledge in the field of the Russian language. Ensure the "soft" inclusion of children in the learning process. Prepare them for understanding the speech of subject teachers, reading educational literature on various subjects of the school cycle. Accordingly, the course includes three sections:

Introductory-spoken.

Introductory subject.

Corrective.

Each course in this manual has its own objectives.

Introductory-spoken- removal of the language barrier, activation of students' knowledge of the Russian language, expansion of their vocabulary. This makes it possible to prepare students for free communication in Russian within the walls of the school and further education in Russian. A taskintroductory subject course- to prepare non-Russian students for studying in a Russian school, that is, to teach how to read textbooks on various subjects, answer in Russian at all lessons, master the basic concepts, terms and terminological combinations used in school subjects.The main course is the correction course.Its task is to form new knowledge in the field of the Russian language. The course contains important sections of the Russian language: phonetics, morphology, syntax, punctuation, as well as the development of speech. They reflect the difficulties of mastering educational material and ways to overcome them.
This guide can be used as an additional methodological material to the lesson. I consider it inexpedient to switch to teaching non-Russian students only using this textbook, since, firstly, there is no textbook for grades 8-9, and secondly, this manual does not prepare students for final certification in grade 9, not to mention the unified state exam, thirdly, introductory-conversational and introductory-subject courses are desirable and advisable to be introduced even at the first stage of training. The correction course is a whole section, which includes such sections of the Russian language as phonetics, spelling, spelling, morphology, syntax, speech development.
The material in this section can be studied not only in grade 5, but also used as an additional one in grades 6-9 selectively, taking into account specific difficulties for non-Russian students.

The methodology of teaching the Russian language to students who do not speak Russian has its own history, an established tradition, well-developed techniques and methods of forming skills and abilities. Thus, it seems that the task of educating children from migrant families should not be difficult to solve under such conditions. It seems that the situation is developing quite successfully: to transfer the already existing methodological experience, tested by practice and science, into new conditions, and success in teaching Russian to non-Russian-speaking students is quite guaranteed. However, the methodology of teaching Russian as a foreign language took shape as a science at a time when the demand for studying Russian as a foreign language arose among students interested in Russian culture, history, or those for whom knowledge of the Russian language was associated with professional interests or ambitions. When teaching the Russian language to students-emigrants, especially now, when this education is becoming widespread, it became obvious that there is a serious difference in teaching foreign-speaking students the Russian language, if they associate their future profession with Russia in one way or another, with the teaching of those who did not choose Russian as my language future profession who are forced to study Russian, for various reasons, finding themselves in Russia, in the Russian-speaking environment.

Obviously, the traditional methods of teaching foreign-language students, developed by the practice of working with foreign-language students studying Russian, either must be adapted to the peculiarities of the modern school contingent of foreign-language students, or other, new ones, coordinated with the specifics of the situation, have to be developed. This is not a fast process, it has just begun, every experience in this direction, both successful and unsuccessful, is valuable, because thanks to it, a unified system of teaching Russian language to non-Russian-speaking students can be created and developed.

The Ministry of Education renamed the subjects "Russian language" and "Russian literature" into "Native language" and "Native literature"

The Ministry of Education of Russia clarified the difference between the subjects "Russian language and literature" and "Native language and native literature" in its response to the editorial request of the portal"Idel.Realities" ... The answer was signed by Sergey Pilipenko, Deputy Director of the Department of State Policy in the Sphere of General Education of the Ministry of Education of Russia.

“In contrast to the study of the subject area“ Russian Language and Literature ”- language as a sign system underlying human communication, the formation of Russian civil, ethnic and social identity, which makes it possible to understand, be understood, and express the inner world of a person, including with the help of alternative means of communication, the study of the subject area "Native language and native literature" should provide:

- fostering a value attitude towards the native language and native literature as a custodian of culture, inclusion in the cultural and linguistic field of one's people;

- introduction to the literary heritage of their people; formation of involvement in the achievements and traditions of their people, awareness of the historical continuity of generations, their responsibility for preserving the culture of the people;

- enrichment of the active and potential vocabulary, the development of the students' culture of mastering their native language in the fullness of its functional capabilities in accordance with the norms of oral and written speech, the rules of speech etiquette;

- gaining knowledge about the native language as a system and as a developing phenomenon, about its levels and units, about the patterns of its functioning, mastering the basic concepts of linguistics, the formation of analytical skills in relation to linguistic units and texts of different functional and semantic types and genres.

Thus, the study of the subject area "Native language and native literature" is cultural in nature", - said in the response of the Ministry of Education.

The department emphasized that the subject "Native language and native literature" is compulsory for study, as the native language you can choose Russian. At the same time, “the realization of the right of citizens to choose the language of instruction depends on the capabilities of the education system,” including the availability of teachers who can teach in the language. In other words, if the school does not have a teacher, for example, of the Bashkir language, Bashkir children will not be able to learn their native language.

Co-chairman of the Board of the Union of Writers of Russia, academician, member of the Presidium comments on the innovations to the "Russian Narodnaya Line" Russian Academy literature :

A message has appeared on the website of the Ministry of Education about the renaming of the subject Russian literature into the subject Native literature. And the subject of the Russian language - in the subject of the Native language.

And it seems to be not bad: the word "native" is so familiar. But where did the word "Russian, Russian" go?

This is alarming. The school has been in a fever for so long that I really want some peace of mind. The reformers are itching to. Well, tell me, what is the bad word "students"? No, we must call it "learners". And is it better to learn than to learn? Teachers - lesson teachers, deliver a "product" - knowledge of the subject. And the word "Russian" for reformers is like a red rag?

And all this, in the end, would have been unimportant if it had not been for the main blow to both the school and Russia - literature is simply expelled from school. Geography, as with the subject of homeland studies, is done, it only describes countries, continents. History, which has always been patriotic, is now politicized. What remains is literature - the only subject that teaches morality and love for the motherland. And without this love Russia will perish.

Organizations banned on the territory of the Russian Federation: "Islamic State" ("ISIS"); Jabhat al-Nusra (Victory Front); Al-Qaeda (Base); The Muslim Brotherhood (Al-Ikhwan al-Muslimun); The Taliban Movement; "Holy War" ("Al-Jihad" or "Egyptian Islamic Jihad"); The Islamic Group (Al-Gama'a al-Islamiya); Asbat al-Ansar; Islamic Liberation Party (Hizbut-Tahrir al-Islami); Emirate Kavkaz (Caucasian Emirate); "Congress of the peoples of Ichkeria and Dagestan"; Islamic Party of Turkestan (former Islamic Movement of Uzbekistan); "Mejlis of the Crimean Tatar people"; International Religious Association "Tablighi Jamaat"; Ukrainian Insurgent Army (UPA); "Ukrainian National Assembly - Ukrainian People's Self-Defense" (UNA - UNSO); “Trident named after Stepan Bandera "; Ukrainian organization "Brotherhood"; Ukrainian organization "Right Sector"; International Religious Association "Aum Shinrikyo"; Jehovah witnesses; AumShinrikyo, AUM, Aleph; National Bolshevik Party; Slavic Union Movement; Movement "Russian National Unity"; "Movement Against Illegal Immigration".

I don't know who is the smartest in our country. The skinny one. The most arrogant. Let Guinness and other pathology lovers find out. But I know exactly who is the most literate. I know for certain the name of a person who, even in delirium, will write the quintessence through “and” and will not miss a comma before the conjunction “to”. In a matter of seconds, he will analyze the composition of a word of 29 letters and explain its etymology.

He knows what parcelling and lexico-phraseological analysis are.

He is 94 years old, but the pencil in his hand does not flinch when, reading the morning newspapers, he once again notes in the margins the mistakes - one, the other, the third.

Ditmar Elyashevich Rosenthal. The combination of letters alone is awe-inspiring. His works are admiration and amazement.

I remember that even in the tenth grade, the teacher recommended that we prepare for the exam dictation using Rosenthal's manual. Then there was prestigious university, seminars on modern Russian and again: Rosenthal, Rosenthal, Rosenthal ... You ask the teacher a logical question: "Why is it written this way and not that way?" and you get a logical answer: "And according to Rosenthal's rule." Really before you they wrote how God will put it on your soul, without any rules?

Of course not. The rules have always existed, since the time of Lomonosov. I got the most rough work: find sources, select, add, systematize, pick up examples.

- Do you think Russian is difficult?

The most difficult.

But what about Hungarian and Finnish, in which there are only 14 or 22 cases (no matter how many, still a lot)?

They are more structured and therefore easier to learn. In addition, Russian words are much more difficult to pronounce than, say, Finnish ones.

- What is the most difficult thing?

- Female, that is ... no ... male ... that is ...

Feminine. We say veil, not veil. But you are completely right out of your way. Both in life and in language, the masculine gender is stronger than the feminine. It is from him that feminine forms are formed, and not vice versa: at first there was a strict teacher, and only then his wife, a beautiful teacher, appeared. The Russian person feels it himself does not know in what place, but how to explain the system of the genus to foreigners? Only with the average there are no problems: once memorized and free. The neuter is a well-established category.

- You mentioned the stress system. For several years now I have been tormented by the question of what is the right way: to START or to start?

To start is illiterate, whoever pronounces it that way.

- Wed or wednesday?

Say what you want, but it's better on Wednesdays.

- How do you know it's better this way?

Pushkin tells me.

This means that Alexander Sergeevich is still more alive than all the living. But it is interesting, does it happen that you have disputes with modern language professors, or is Rosenthal's authority indisputable?

Yes you. How it happens. We fight all the time. As for the compilers of textbooks, it comes to the section "Punctuation", and so it begins ... The system of the Russian language is very flexible: you can put a comma, you can omit it, there are cases when a punctuation mark is put at the choice of the writer. But after all, we are scientists to the marrow of our bones, we want to drive everything into a system so that a writing person, for example, a journalist, would not be tormented by doubts about what to choose: a colon? dash? comma? Sometimes disputes go so far that respectable honored people shout at each other, like deputies in the Duma, and then, all the red ones, run to calm down into the corridor.

- Have you yourself ever argued to the point of hoarseness?

Sure. Professor Shansky and I still do not agree on the sound "y". I write everywhere that he is an ordinary sonorous, and Nikolai Maksimovich - that he is sonorous.

- Is that very important?

For me, this is essential.

Ditmar Elyashevich is generally a person of principle. At the Faculty of Journalism of Moscow State University, where he headed the department of stylistics of the Russian language for twenty-five years, everyone was aware of his wonderful principles. Even the gouging students were not afraid to go to the exam, for they knew well: if in admissions committee Professor Rosenthal, then less than four points will not shine for them.
In life, Ditmar Elyashevich is small and puny. If you put all his works in one pile (something about 400 articles and books), then their creator will not be visible behind them - the works have outgrown the master. But even today the master is head and shoulders above those who studied according to his textbooks, received well-deserved fives, and then he himself started to teach.

Ditmar Elyashevich, help the girl's eternal dream come true. After all, you can compose an ultra-complex dictation so that even teachers make a bunch of mistakes in it?

- (Laughs)... Now I'll tell you the recipe - do it yourself at your leisure. As a basis, you need to take the author's text of Leo Tolstoy and cram there as many cases of writing "not" with adjectives and participles there. For some reason, we have recently decided that they obey the same rules, and sculpt in means mass media such that the hairs on the head stand on end.

- So the modern press is illiterate?

I would say this: newspapers do not bring the light of literacy to the world. There are many stylistic errors, punctuation errors, but, what is most striking, spelling is also encountered. I do not understand how you can write "little", but they do write. True, one always wants to hope that such egregious cases are a defect in the production process, ordinary typos.

And here is a more serious example. Remember all this hype around the alleged illness of Yeltsin? Our journalists write: "... we hope that he will recover." And I hope too. Only not on the fact that he "will recover" - this is illiterate, but on the fact that he will "recover".

- It turns out that the democratic press is losing out to the newspapers of the previous years?

Do not worry. Under Stalin and Brezhnev, newspapermen did not shine either. The only thing that saved them then was the strict standardization and ideologization of the language. True, even under the conditions of censorship, they managed to pamper me with examples of how not to write: "The scene of a meeting of loaded cars of one collective farm, on which girls ride, with young Cossacks from another collective farm, is wonderful." By the way, I have taken an example from Pravda. What one really should be equal to is the printed editions of the past - the beginning of this century.

How do you feel about words of foreign origin? There is an opinion that we should try to replace them with Russian equivalents: call broth a transparent soup, etc.

I am for the purity of the Russian language, but this does not mean getting rid of the borrowed words we are used to. Listen to what I will say now: I am a student of the Faculty of Philology at the University of St. Petersburg. Of the entire phrase, there is only one Russian word - "I". All the rest are borrowed, but nevertheless we perfectly understand the meaning. Now mentally try to replace all words of foreign origin with Russian equivalents. You yourself will get confused, and the number of words in the sentence will approximately triple.

- Are there many borrowings in the Russian language?

A lot, about 30%. Get ready, in 5-6 years there will be twice as many of them: "dealers", "distributors" are firmly established in everyday life.

- And then what about the immortal "Russian language is rich and powerful"?

Yes, he is not so rich in comparison with other languages. In his complete dictionary, for example, there are only 200 thousand words, while in German, including, however, dialects - all 600 thousand.

200 thousand is still a lot.

We don't all use them. Now there is a clear tendency towards a decrease in the vocabulary of the Russian-speaking population. In the academic four-volume dictionary of Ushakov - the most popular today - there are already only 88 thousand words, but we have a lot of that too. In the best case, we actually use 50-55 thousand.

- Well, at least something did the Russian language give to other languages?

Bolshevik, for example.

Ditmar Elyashevich lives in a poorly planned apartment. It seems to be a large room, a wide corridor, high ceilings, but somehow everything is stupidly arranged. Or maybe the house is uncomfortable because the old man lives alone? The son has his own family; granddaughter is married in Sweden. The most literate person in the country spends all his days in a chair (his legs almost gave him up, and he can hardly move, pushing a chair in front of him). On the left is a TV, on the right are newspapers, on the table are dictionaries, and behind the glass of a bookcase are familiar names: Pushkin, Blok, Yesenin. Work continues. Professor Rosenthal has already taught Russian for several generations. And he will also teach. Every evening, looking out the window, he sees his future students launching boats in a multi-colored puddle of gasoline.

- Ditmar Elyashevich, were you born in Moscow?

Believe it or not, I first came to Russia when I was 16 years old. Russian is not my native language.

I was born in Poland. I went to an ordinary Polish gymnasium in Warsaw. Poland then (the beginning of the century - Auth.) Was part of the Russian Empire, and therefore at school we studied Russian without fail. I will not say that as a child I loved very much foreign languages especially since my father always spoke to us in German at home.

- Was he German?

No, but I adored Germany and worked there as an economist for many years. When he had children, he gave us German names. So I became Dietmar, and my brother became Oscar.

- How did you end up in Moscow?

They fled to their relatives when Poland turned into a military training ground. It was during the First World War.

- And went to a Russian school?

- Were there any difficulties at first? Still, a foreign language, although akin to Polish.

I've always been pathologically literate.

- And your relatives: is literacy in your blood?

Well, my mother didn't have to write a lot. She was a housewife, although she spoke three languages ​​fluently: with my father - in German, with me and Oskar - in Polish, and on the street - in Russian. But my brother (he was an economist) made mistakes, and I corrected them when I read his works.

- What did you do after leaving school?

I entered Moscow University, the Faculty of History and Philology: over time, I became very interested in foreign languages.

- How many languages ​​do you know?

About 12. When I graduated from the university, I knew six. Don't put on such a startled face - I was a perfectly average student. Some graduates were fluent in Arabic, Thai and Hindi. My set was standard: Latin, Greek, of course, English with French. Well, I learned Swedish too.

- Do you still remember?

Swedish? Of course not. I do not use it. In reality, I now remember three languages ​​that have divided spheres of influence in my head: I speak Russian, I count in Polish, and I mentally express my emotions in Italian.

- In Italian?

Everyone knows me as a professor of the Russian language and they often forget that I wrote the very first university textbook of Italian. The classics of Italian literature also appeared in my translations.

- Could you write 400 books on the grammar and spelling of the Polish language?

Could. But I had to thank Russia. Enlightenment is the best gratitude.

- You have lived all (almost all) of your life in Moscow. Do we Muscovites have our own special pronunciation?

Compared to St. Petersburg, the Moscow pronunciation has always been considered reduced: Moscow - merchant, Petersburg - noble. True, now Muscovites are more and more tagged as "nobles". It is already unacceptable to say old Moscow "brownish". Pronounce brown. But "buloshnaya" and "of course" through "sh" remain a legal Moscow privilege.

- And in Moscow itself, people speak the same way?

Traditionally, the residents of Arbat spoke more correctly. Representatives of the Russian intelligentsia have lived here from time immemorial, and therefore they did not have to hear any irregular vocabulary, and no one confused "dress" with "put on". Not like now.

It seems that, having written a mountain of books on how to speak and write correctly, Professor Rosenthal should forget normal human words and start all his phrases with "won't you be so kind ..." However, Ditmar Elyashevich's colleagues revealed a secret to me. It turns out that the famous professor did not hesitate to use rude words. Once, while conducting a meeting of the department, he noticed that the teachers were furtively eating apples, and reacted "our way": "Not only do they not listen, they also eat!" Respected Rosenthal and student jargon.
"How are you?" - asked his colleagues.
"Normal", - answered the professor.

Let's return to your service at Moscow University. Rumor has it that there was a time when the appointment to the post of head of the department was signed by the KGB ...

Personally, the KGB did not offer me to cooperate. Probably, my origin, nationality aroused suspicion. But I knew for sure that in our team, under the guise of a cute teacher of stylistics, there is a representative of the organs who knocks up about every step - mine and my colleagues.

This is probably why I always had the feeling that you take examples for your rules from the final materials of party congresses.

I had to use ideological examples. Approximately 30% of the vocabulary had to be of a certain orientation, and the censor strictly monitored this. There was also a list of writers headed by Gorky and Sholokhov, whose works I had to cite. And, of course, it was impossible to do without Marx and Engels. I can imagine how many heads would fly if I decided to use examples from Solzhenitsyn or Mandelstam!

Let's summarize: you have 3 higher education, you wrote 400 textbooks and articles, edited dictionaries, taught at Moscow State University, headed the department of Russian language stylistics at the Faculty of Journalism ...

I taught not only at Moscow State University, but also on TV. Valya Leontyeva, Volodya Kirillov - these are all my students. Before the broadcast, we got together in the studio, did pronunciation exercises, wrote test papers... And after the broadcast, I analyzed their mistakes with them.

- And who was the best student?

I don't want to offend anyone. All were talented, but especially Volodya. It is no coincidence that it was he who later defended himself and became a professor of the Russian language.

In general, tell all my students, especially my fellow journalists, that I remember them all, read and scold myself for mistakes.

Sections: Russian language

1. Experience information
   1.1. The relevance of experience
   1.2. Experience Target Line
   1.3. Leading Key Ideas
2. Experience technology
   2.1 Theoretical substantiation of the experiment
   2.2 Analysis of the educational situation of teaching the Russian language
   as a non-native and relevance of experience
   2.3. The main problems solved in experience
   2.4. Methods and forms of work of teaching Russian as a non-native language
   2.5. Extracurricular activities with students for whom Russian is not their native language
   on the initial stage learning
   2.6. Diagnostics of the Russian language proficiency of students, for whom
   Russian is not a native language at the initial stage of education
   2.7. Approbation of the textbook by E.A. Bystrova "We study the Russian language" 5-7th grade "
   2.8. Other techniques used in working with students for whom Russian is not native
   2.9. Extracurricular activities with students for whom Russian is not their native language
   at the main stage of training
3. Experience performance
4. Bibliographic list
5. Work experience review
6. Application to experience

Experience information.

The relevance of the experience.

In this period, during the period of the migration explosion, some school classes of the municipal general education institution of secondary comprehensive school No. 11 of the Krymsky district of the Krasnodar Territory consist of 80% - 100% of students for whom Russian is not their native language. The current situation related to teaching Russian as a non-native language has developed as follows: a school teacher has a standard philological education, which provides for teaching Russian as a mother tongue, and there is no specialized textbook for students of this category for whom Russian is not their native language. In this regard, the problem "teacher-textbook-student" arose, which consists not only of poor knowledge of the Russian language, it is a more complex problem - the social and psychological adaptation of a student to a new culture, new habits, traditions and customs, new values, new relationships in the team. Consequently, questions arise: "How to organize the educational process?", "How to fit into it work with these children?", "Where to start?"

Experience Target Line

The purpose of the experiment is to create conditions for the "soft" inclusion of children in the learning process, to correct the existing and form new knowledge in the field of the Russian language, as well as to teach the types of speech activity (listening, reading, speaking, writing). Removal of interference in speech and at different levels of the language system.

Leading Key Ideas.

The main task of teaching the Russian language at the present stage is the purposefulness of teaching to achieve a specific end result.

Hence, the leading key messages will be the following:

• To instill an interest in the Russian language, psychologically prepare for further study of it at school;
• To accustom the hearing of children to sounds, words of Russian speech;
• To create in children a stock of the most common Russian words, to develop the ability to use this minimum in colloquial speech;
• To teach how to build elementary phrases in Russian, using words in the correct grammatical form.

Theoretical substantiation of the experiment.

The federal target program "Russian language", adopted by the Government of the Russian Federation (December 29, 2005, No. 833) for 2005-2010, contains a whole section "Strengthening the position of the Russian language as a means of interethnic communication between the peoples of the Russian Federation." This section includes a number of specific provisions. They aim at work in the following areas: "Researching the quality of Russian language proficiency as non-native persons studying in educational institutions of the Russian Federation" as the language of interethnic communication of the peoples of the Russian Federation. " Within the framework of this program, a theoretical study of the problem of Russian as a non-native language is carried out, the activities of schools in teaching migrant children are analyzed.

More than forty nationalities and thousands of migrants from different CIS countries live in the Krasnodar Territory, so the Russian language acts as an intermediary language in communication between people of different nationalities, regardless of their citizenship. However, many of the newly arrived refugees and internally displaced persons in the Kuban have little or no command of Russian. These are mainly the communities of Meskhetian Turks who live compactly in our Crimean region.

Analysis of the educational situation of teaching Russian as a foreign language and the relevance of the experience.

Our school, which is located in the village of Nizhnebakanskaya, enrolls students of 21 nationalities. 50% of the students are Meskhetian Turks. For these students, Russian is not their native language. Most of the children of Meskhetian Turks enter the first grade with poor knowledge (sometimes not knowing at all) Russian. Within the framework of the municipal program "Russian language in the context of the multinational composition of the population of the Crimean region", the school administration assigns children to classes based on the level of Russian language proficiency, implementing an individual approach to students and based on many years of experience in teaching Russian. As a result, classes are formed in the school, which are 80%, and sometimes even 100%, of students for whom Russian is a non-native language.

There are no teachers in the collective of secondary school No. 11 with knowledge Turkish language, therefore, both teachers and children experience difficulties not only in the educational process, but also in simple communication. This raises the problem of “teacher-textbook-student”. At the same time, the school teacher has a standard philological education, which provides for the teaching of Russian as a mother tongue. Also, there is no specialized textbook aimed at students of this category for whom Russian is not their native language. A student with an intention to learn Russian remains "not covered" by the software and methodological support of the educational process.

I have been working in the secondary school No. 11 since 1996 as a teacher primary grades, and since 1999 a teacher of the Russian language and literature. In 1996, for the first time, I faced the problem of teaching Russian as a non-native language, since my first class consisted of students of Turkish nationality. There were 27 Meskhetian Turks in the class. First, I decided to determine the level of Russian language proficiency of the students in my class, which helped me in my future work. To determine the level of language training of students, I used the Draft Educational Standard for Russian as the State Language of the Russian Federation, which defines the requirements for the level of training of students at the initial and main stages of training, and offers ways to measure the level of language proficiency. Along with the traditional forms, the standard also provides for non-traditional - testing, methods of measuring the level of proficiency in listening, reading, speaking, writing. (Appendix # 1). Diagnostics of knowledge and skills of students allowed me to determine the level of proficiency in the Russian language of students in my class. As a result, I identified three levels: weak, medium and zero.

45% of students with a weak level of Russian language proficiency were students who could hardly but understand Russian speech, could speak on certain topics (about themselves, their family, communicate in a store, in transport). Their vocabulary was very limited. There was a strong accent that interfered with normal communication with the teacher and other students. There was a strong lexical and grammatical interference due to the influence of the native language, a slowed rate of speech, that is, the student was constantly looking for words to express his thoughts (translated from the native language).

30% of students had an average level of proficiency in Russian. These students made mistakes in stress and intonation, accent, lexical and grammatical interference were present. The students understood my explanations and could answer the question posed.

The remaining 25% of students are students with zero proficiency in Russian. These students did not speak Russian at all, did not understand my words. I communicated with such students through student consultants.

The main problems solved by experience.

Unfortunately, the problem was not only poor knowledge of the Russian language. It was more difficult the problem is the social and psychological adaptation of the student to a new culture, new habits, traditions and customs, new values, new relationships in the team. The questions arose: "How to organize the educational process?", "How to fit into it work with these children?", "Where to start?"

Since then I have been working on the problem of teaching Russian to children for whom Russian is not their mother tongue. I began my work by studying the difficulties of mastering Russian as a foreign language.

For most children, systems of two languages ​​coexist in their minds. At the same time, students perceive the patterns of the Russian language through the prism of their native language and transfer the phenomena of their native language into Russian speech, which often leads to mistakes. This transfer is called interference. I considered the main task to be overcoming the negative, in this case, the influence of the native language, the prevention of interference errors in Russian speech. But for this, first of all, it is necessary to "see" the linguistic material through the eyes of a non-Russian, to realistically assess the difficulties that the student must overcome.

These difficulties are due to discrepancies in the systems of the native and Russian languages, the absence of some grammatical categories of the Russian language in the native language of students, the discrepancy between their functions in the native and Russian languages, and discrepancies in the ways of expressing certain grammatical meanings. And besides, the irregularity of linguistic phenomena in the Russian language itself: the more exceptions to the rules in the language, the more difficult it is to learn.

Difficulties in mastering Russian as a non-native language can be divided into three levels:

• Difficulties common to any non-Russian;
• Difficulties for speakers of a certain group of languages ​​(closely related, unrelated);
• Difficulties for a particular nation.

So, for all students of Russian as a non-native language, the following are especially difficult: the category of gender, the category of animate / inanimate, Russian prepositional-case and species-temporal systems. The degree of difficulty in this case may be different, depending on the degree of closeness of the native and Russian languages. The Russian gender category covers nouns, adjectives, pronouns, verb forms (past tense, conditional mood, participles), therefore, the correct assimilation of many phenomena of the grammar of the Russian language (declension of nouns, agreement of adjectives, ordinal numbers, etc.) depends on the correct definition kind. Each language has its own system of distribution of nouns by gender - and the difficulties in mastering the Russian category of gender are explained by the systemic discrepancies between the native and Russian languages. But not only by them. There is no gender category at all in Turkish. A large number of errors in gender matching are caused by the lack of motivation of the gender category in Russian.

All this leads to mistakes like: my book, a beautiful girl, hot water, a large room, my mother said, one newspaper, my dad is strong, etc. Errors associated with the category of animate / inanimate are typical. It was important for me to see the difficulties of the studied unit in a complex: phonetic, lexical, grammatical, in order to determine the sequence of working with them. For example, in simple sentences: The book is on the table. A brother worked in a factory; a teacher should provide for:

• phonetic difficulties (continuous pronunciation of a preposition with a noun, stunning / sounding: from the factory - in the table, etc.);
• difficulties in mastering the case form (distinguishing between prepositions in and on, different design of nouns in the prepositional case: in a factory, but: in a sanatorium, in a laboratory);
• difficulties in mastering verbal control (works where? happy with what? surprised at what?);
• difficulties in mastering the agreement of the subject with the predicate in gender, number (brother was working, the book is lying).

Since the problem of teaching the Russian language to students of Turkish nationality was considered at that time only at the school level, while working with non-Russian children of primary grades, taking into account all the difficulties of mastering the Russian language, from the first days of teaching students at school I tried to awaken their interest in learning Russian. , develop a flair for the language, psychologically prepare for further study of it and other subjects at school. For this, I have identified my methods and forms of work.

Methods and forms of work of teaching Russian as a non-native language

Since there are students in the classroom with different language levels of Russian language proficiency, it became necessary to create a collective form of work. The advantage of this form of work is that it significantly increases the volume of speech activity in the classroom: after all, choral answers help to overcome the fear of making a mistake, and this is the most important thing in working with such students. This work is convenient for playing out the proposed speech situations that prompt them to ask or say something in Russian. They helped to create a stock of the most common Russian words and phrases for children to use in colloquial speech. I often asked students who did not speak Russian well to say the name of a subject in their native language. This was necessary so that children with an average level of proficiency in the language could explain the lexical meaning of difficult words, and the student could better understand it.

Working in pairs helped me correct the students' speech errors by composing a dialogue on a given situation. The guys helped each other in the correct and clear pronunciation of non-native speech. The development of phonemic hearing was also achieved at the expense of individual work with a student.

I used chain work when practicing reading techniques, when consolidating knowledge grammatical forms and structures with and without visual support, when composing stories from plot pictures, when retelling.

In order to instill an interest in the Russian language, I used entertaining visual, verbal, role-playing games, various types of cards for both individual work and for group work, handouts (abacus with vowels to reinforce topics such as "Unchecked unstressed vowel at the root of the word", "Checked vowel at the root of the word" and others, circles with cases, do-it-yourself reference tables-diagrams on different topics), object pictures, riddles, puzzles, toys.

Entertaining games enlivened the lesson, made it more interesting and varied. The educational task set before the students in a playful way became more understandable for them, and the verbal material was easier and faster to remember. Consolidation of old and acquisition of new speech skills and abilities in a playful way also took place more actively. In the process of playing, children learned new vocabulary, practiced pronunciation and consolidation in speech of certain words, phrases, whole sentences, tried to expressively read poems, riddles, proverbs.

The didactic games used both in Russian lessons and in other lessons were visual and verbal. With the help of visual games, I expanded the vocabulary of students, involving toys, objects, various printed visual material. Word games were often built without reliance on subject visualization. Their goal was to consolidate the already known vocabulary and develop mental activity, the formation of speaking skills in accordance with the game task assigned to the students.

The verbal games that I used in the classroom were one of the most effective means of controlling the process of forming the oral Russian speech of teachers. Recollection and reproduction of words in verbal didactic games implemented alongside other mental tasks: by replacing one word synonymous with it, the name of the object or character by its characteristics or actions, by grouping objects by similarity and difference.

Extracurricular work with students for whom Russian is a foreign language at the initial stage of education.

Extracurricular work carried out at this stage of education was also of great importance in solving this problem. The parents of the students also helped me in this work. They gladly took part in the activities, prepared and conducted, helping me to communicate with children with a weak and zero level of Russian language proficiency. Students of Turkish nationality took Active participation in classroom and school-wide activities. They prepared with interest, collected material, and also held open extracurricular activities. My students took part in school Olympiads, where they won prizes. (Tatashadze Nargiza - 2nd place in the Russian language Olympiad among 2nd grade students, Bezgunov Mekhti 3rd place in the Russian language Olympiad among 3rd grade students, Shahzadaev Vatan 2nd place in the Mathematics Olympiad among students of grade 3).

Using these forms and methods of teaching in the classroom, I made the program material more accessible for the learners to assimilate, increased their interest in learning the Russian language.

During my work in elementary school, I conducted open lessons in Russian on the topics: "Spelling a soft sign after sibilant nouns at the end", " Word wrap with soft sign», speech development lesson on the topic "My small homeland" and extracurricular activities "Journey into a fairy tale", the game "Clever and clever men", "Farewell to the alphabet", "Congratulations to our mothers", "Meeting with veterans school ”for teachers of our school, where she demonstrated an increase in the level of Russian language proficiency of non-Russian students, showed work to overcome difficulties in mastering the Russian language, instill interest in the Russian language among non-Russian students. At the regional seminar "Creating a favorable educational and educational environment at school through the introduction of new learning technologies", which took place on the basis of our school, I held an open lesson-test on the topic "Adjective name" in grade 3 "D". (Appendix # 2). This lesson, one might say, was the final stage in working on this problem in elementary school. The guys really showed a good level of proficiency in the Russian language, they coped with various types of tasks, moreover, as in teamwork, as well as independent individual, this was proved by their marks for the lesson and positive statements addressed to the students of the class of the teachers present in the area.

Diagnostics of the level of training of students in the Russian language, for whom Russian is not their native language at the initial stage of training.

The data obtained as a result of the measurement: by the end of the third year of study, there were no students with a zero level of language proficiency, 15% with a weak, 60% with an average, and 25% with a good level - showed an increase in the level of Russian language proficiency. All students in my class were transferred to the fifth grade, that is, to the second stage of education.

In 1999 I started working as a teacher of the Russian language and literature. Together with my class, I continued to work on the problem of teaching Russian as a foreign language in Turkish classes.

The children came to the basic school mainly with an average level of Russian language proficiency. The students faced new difficulties: new learning conditions, new forms and methods of teaching, new subject teachers, new classrooms, which means that I had to find new ways to solve them. Of course, I continued all the work that I did at the initial stage of teaching the Russian language. But every year the students grew older, but new and new difficulties appeared in teaching non-Russian children the Russian language.

In our region, this problem had by that time become a regional one. On the basis of the school, together with the IMC, a regional problem group was organized, which included teachers - language specialists of the region, including the teachers of our school. At the meeting of the problem group, issues were discussed about teaching Russian in classes where Russian is a non-native language. The teachers exchanged experiences, made plans for the future.

Approbation of the textbook by E. A. Bystrova "We study the Russian language" Grades 5-7.

Galina Stanislavovna Dluzhnevskaya, at that time the director of the IMC, invited me to work with the textbook by E. A. Bystrova "We Study the Russian Language" for students in grades 5-7. The preparation and publication of this textbook was carried out within the framework and at the expense of the Federal Target Program "Children of Families of Refugees and Forced Migrants" of the Ministry of General and Professional Education of the Russian Federation. The textbook is intended to solve the problem of social and speech adaptation of children to the new conditions of teaching in Russian. This manual is recommended in order to activate the existing speech skills of students in a short time, to ensure communication in Russian in the educational and household spheres. Correct the existing and form new knowledge in the field of the Russian language. Ensure the "soft" inclusion of children in the learning process. Prepare them for understanding the speech of subject teachers, reading educational literature on various subjects of the school cycle. Accordingly, the course includes three sections:

• Introductory-spoken.
• Introductory subject.
• Corrective.

Each course in this manual has its own objectives. Introductory-conversational - removing the language barrier, enhancing students' knowledge of the Russian language, expanding their vocabulary. This makes it possible to prepare students for free communication in Russian within the walls of the school and further education in Russian. The objective of the introductory subject course is to prepare non-Russian students for studying in a Russian school, that is, to teach how to read textbooks on various subjects, answer in Russian at all lessons, and master the basic concepts, terms and terminological combinations used in school subjects. The main course is the correction course. Its task is to form new knowledge in the field of the Russian language. The course contains important sections of the Russian language: phonetics, morphology, syntax, punctuation, as well as the development of speech. They reflect the difficulties of mastering educational material and ways to overcome them.

I used this manual only as an additional teaching material for the lesson. I consider it inexpedient to switch to teaching non-Russian students only using this textbook, since, firstly, there is no textbook for grades 8-9, and secondly, this manual does not prepare students for final certification in grade 9, not to mention the unified state exam, thirdly, introductory-conversational and introductory-subject courses are desirable and advisable to be introduced even at the first stage of training. But nevertheless, this textbook in my work was of great help in teaching schoolchildren, and helped to form their new knowledge in the field of the Russian language.

Since the tasks of the introductory-conversational and introductory-subject courses were solved in elementary school, special attention, on my part, was paid to the correction course.

The correction course is a whole section, which includes such sections of the Russian language as phonetics, spelling, spelling, morphology, syntax, speech development.

The material in this section can be studied not only in grade 5, but also used as an additional one in grades 6-9 selectively, taking into account specific difficulties for non-Russian students.

When studying phonetics in grade 5, I used exercises that helped me in consolidating and improving the pronunciation skills of sounds and stress, in correcting the accent in students' speech, in developing and improving the speech hearing of non-Russian students. With the help of this material, I prepared for the lessons, compiling demo tables "Sounds of vowels and consonants", "Hard and soft consonants", "Voiced and voiceless consonants", "I, Yu, E, E, at the beginning of a word, after vowels and B, b ”, individual cards, prepared visual aids and handouts on each topic. In the classroom, students completed assignments with interest of various kinds, for example: read the way the words are pronounced, read a quick tongue twister, change words according to the pattern. I drew the students' attention to the headings that are placed on the pages of the textbook: “Pay attention!”, “Remember!”, “Distinguish!”, “Let's play!”, “A little humor”. When generalizing the section "Phonetics", I held an open lesson for teachers of the district, when a meeting of the problem group of the district was held on the topic "An individual approach to students of ethnic classes in teaching the Russian language." In the lesson, the students showed a good level of Russian pronunciation and excellent knowledge of the topic "Phonetics". (Appendix # 3).

While working on morphology in grades 5-7, I also turned to the textbook edited by E. A. Bystrova "We study the Russian language in grades 5-7". It provides material that is aimed at overcoming difficulties in the study of such parts of speech as a noun, an adjective, a numeral, a verb, a pronoun.

The main difficulties that students of ethnic classes experienced when studying the noun are the prepositional-case system of the Russian language, gender, category of animate / inanimate.

The difficulty of assimilation lies in the fact that in the Turkish language, as such, there is no category of animate / inanimate, and the names of active and passive objects stand out. The first are words for people. The second includes all other nouns, including the names of animals, birds, fish, insects. The question is who? in Turkish, refers to nouns denoting only people; dog, cow, perch, like the names of things answer the question what ?. Taking into account this difficulty, it is planned to develop the skills of recognizing animate / inanimate nouns by meaning and asking questions who? what?

One of the most difficult categories in the study of Russian as a non-native language is the gender of nouns. This is primarily due to the fact that this is a logically unmotivated category. It also causes difficulties because it is absent in the students' native language. The material on overcoming this difficulty is considered from different positions. For example, the gender of nouns can be determined by gender, by endings in the nominative case, by suffixes, and the exercises given in the textbook provide for the possibility of forming nouns not only masculine, but also feminine.

In my Russian language lessons, I included exercises, fairy tales, riddles, game moments such as "Who is faster?" At the regional seminar "Problems of teaching the Russian language in ethnic classes", which took place on the basis of our school, I conducted a generalizing open lesson master class of the Russian language in the Turkish 6 "D" class on the topic: "Noun". (Appendix # 4) The students showed themselves only on the good side. All the teachers and methodologists of the region admired the answers of the children, R.M. Gritsenko, who was present at the lesson, expressed kind words to the students.

E.A. Bystrova recommends paying special attention to the syntax and punctuation of the Russian language, which are difficult for non-Russian students to master. These are phrases: forms of connection of words in a phrase, intonation: the role of logical stress in the semantic content of a sentence, a simple sentence: types of sentences, word order in a sentence, homogeneous members of a sentence: punctuation marks for homogeneous members sentences, complex sentence: direct and indirect speech, dialogue.

The most effective means of forming punctuation skills in children of Turkish nationality were tasks on expressive reading, especially when placing punctuation marks at the end of a sentence, in sentences with the same members, direct speech, when addressing. Separate tasks were aimed at developing students' ability to independently construct sentences, starting with the ability to pose questions to: 1) the subject (who? Or what?) And to its action; 2) the predicate (what does it do? What did it do? What will it do?). To prevent the influence of the native language, I used exercises to change direct order words in these sentences to the opposite. Using different types assignments in the lesson, I achieved good results in studying the section of the Russian language “Syntax. Punctuation ", and these results were visible on an open lesson on the topic "Word combination" in grade 6 "D", which I conducted at a meeting of the regional problem group "Use of new technologies in teaching children with poor command of Russian" on the basis of our school, as well as at an open lesson in 9 "B" class - "Generalization on the topic" Compound sentences". (Appendix # 6).

I built the methodical system of teaching a second language not only taking into account the patterns of assimilation of new language material, but directed it towards eliminating the reasons that complicate this assimilation, as well as preventing and removing interference. All exercises to prevent and remove interference have been subdivided into:

• exercises to remove interference at different levels of the language system. These are exercises for observing and analyzing selected linguistic phenomena that cause the greatest difficulties, exercises for training (imitative, substitutional, question-and-answer, transformational, exercises according to the model, etc.), translation exercises.
• exercises to remove interference in speech, that is, reproductive exercises (retelling, retelling with elements of transformation), reproductive-productive (drawing up dialogues, short texts based on samples), productive (situational, communicative).

All the work was carried out together with the work on the development of speech, to which I paid special attention, since it was necessary not only to acquaint students with the basic speech concepts: speech, text, style, type of speech, how much to teach them to build utterances, taking into account the knowledge gained. This study guide helped me overcome all the difficulties of working in Turkish classes for the development of students' speech, as it presents an original method of working with speech concepts, based on modern achievements in the field of linguistics.

At the international scientific-practical conference "Teaching and Functioning of the Russian Language as the State Language of the Russian Federation in a Multilingual Environment", which took place in September 2006 in the city of Sochi, I gave a master class lesson in an unfamiliar class, where all the students were of Adyghe ethnicity. It was a lesson in the development of speech in the 6th grade on the topic "Preparation for the composition" My favorite animal ". (Appendix No. 5). In the lesson, I used the experience that was accumulated during the entire period of working with students for whom Russian is not their native language. Study guide E.A. Bystrova also helped me a lot in organizing and conducting the lesson. The students were helped by a demonstration and handout material made by me on the basis of the textbook by E.A. Bystrova. The present directors of the region's schools, methodologists, head of the department of Russian as a foreign language and methods of teaching it at the St. Petersburg State, vice-president of ROPRYAL Yurkov Yevgeny Efimovich highly appreciated the lesson, its organization, as well as the active work of students.

Other techniques used in working with children for whom Russian is not their first language.

When working in classrooms with students for whom Russian is a foreign language, I also use educational - methodological guide edited by S.I. Lvova. Its schemes - punctuation and spelling tables allow simultaneously influencing the visual, logical, emotional memory of the child, which makes it possible to more fully use different channels for receiving and consolidating educational information and, of course, contributes to improving the quality of education. The scheme makes it possible to present theoretical material in a visually visual, systematized form, in the form of a kind of graphic symbol that exposes and visually emphasizes the main features of a linguistic phenomenon. I want to mark the system accelerated learning the spelling of T.Ya. Frolova, which my students really like for her dispersed teaching of spelling. In 2004, I attended refresher courses, where T.Ya. Frolova dwelled on her method in detail. Even then, I realized the need to apply it in practice. The scattered study of spelling and punctuation in parallel with the study of other sections of the language really has its advantages, and this is of great importance when teaching children with a native non-Russian language. T.Ya. Frolova's technique is:

• compact study of "Spelling" and "Punctuation" as independent or system-forming sections;
• reduction of the volume of the studied spelling and punctuation material by combining rules with a common identifying feature into one information unit, into one accessible generalized - comparative rule.

In my work with students, when practicing spelling and punctuation, I used algorithms-formulas, rhymes, spelling and punctuation warm-ups, “Don't believe your ears” warm-ups, graphic diagrams, as well as illustrations reflecting the order of applying the rules in images.

Extracurricular work with students for whom Russian is not their native language at the main stage of education.

In order for students to successfully master the Russian language, one cannot be limited to the lessons of the Russian language and literature. Long-term practice of teaching the Russian language shows that full-fledged mastering of the program material and perfect command of the Russian language as a means of communication is possible only if the students are given the opportunity to speak, listen, read and write in Russian for at least 5-6 hours per day. Curriculum and it is impossible to foresee this in school programs. Therefore, it is necessary to solve these problems not only in the classroom, but also in the process of extracurricular work with students. Thanks to this work, which is carried out purposefully and systematically, interest in the study of the Russian language develops. My students like it, they collect material with interest, prepare and conduct. Classroom hours, conferences, disputes, quizzes, contests for the best reader and the best essay, the publication of literary newspapers, evenings of amateur performances, lectures, olympiads - all this has a great educational effect, contributes to solving problems in mastering the Russian language by students. The Days and Weeks of the Russian and native languages ​​play an important role in introducing students of all ages to the Russian language. On the "International Day of the Mother Language", the school held contests for reciters of poems and statements about the native language, essays "I love you, my native language", an exhibition of national costumes, household items, dishes of national cuisine. I spent a brain-ring in the Russian language with the students of the 7th Turkish grades, a trip to the country "Russian language" in the 6th Turkish grades. These events are the most massive, the whole school is involved in organizing and conducting.

At the regional seminar of deputy directors of schools on the topic "The work of the administration of secondary school No. 11 on the introduction of modern educational technologies, to expand the participation of public administration bodies of the school in teaching and educational work ", I held an open class hour on the topic" Family traditions and holidays. " The students acted as historians, were antiquaries and archaeologists, when they were looking for old family things, journalists, reporters, when they asked parents about their great-grandmothers and great-grandfathers, writers, when they wrote essays about the family, photographers, cooks and even linguists, when they got acquainted with the meaning of new unfamiliar words. In addition, the students took part with pleasure in the literary holiday "I love you, my homeland, meek ...", dedicated to S.A. Yesenin, prepared for the portrait lesson "N.A. Nekrasov" .Yu.Lermontov (in the regional competition for the development of the event received a certificate), an interesting correspondence excursion on the topic "Russian Nobel Prize winners in literature" took place. Pupils prepared creative works both in the Russian language and in literature. For example, Zarina Iskandarov Iskandarov and Zarifa Iskandarov prepared the exhibition “Lermontov in Taman” based on the works of M.Yu. Lermontov, she designed the exhibition of Taman Kokoev based on the works of A.P. Chekhov, and Arzy Aslanova wrote an essay in the form of a tour of paintings. Students like to do creative work, they make every effort to complete them: attend school and rural library, circles of fine arts.

I am the head of the Russian language and literature cabinet, which is fully equipped with interactive teaching aids, didactic material and methodical literature. Using the capabilities of the cabinet system, I systematically use a computer, a multimedia projector, a TV, a VCR, a DVD, and the Internet to prepare for lessons. All methodical, reference, fiction also used by me in my work. I myself make interesting presentations for lessons, I use electronic teaching aids, a library of electronic visual aids, multimedia applications, collections of dictations, trainings, electronic dictionaries, to prepare for the exam in the Russian language, a collection of rules and tasks. I offer all this to my students, and this allows students to organize listening to literary and musical works, watching movies (film adaptations of the studied works), and also enjoy working at the computer. The guys themselves collect, record films based on their works school curriculum... This work also develops students' interest in learning the Russian language, psychologically prepares them for further study of it at school, teaches children's hearing to sounds, words of Russian speech, creates a stock of the most common Russian words in children, develops the ability to use them in colloquial speech, teaches them to build elementary phrases in Russian, using words in the correct grammatical form.

The result of my work, I believe, is that my whole class successfully completed the second stage of education (with the exception of students who dropped out due to the move), there was not a single repetition, and some of the students continued their studies at the third stage. They successfully passed the Unified State Exam and are now studying in colleges and universities of the Krasnodar Territory, most of the students in my class continued their studies in colleges, and then in universities in the United States and Turkey. These are Abdullaev Pasha, Shahsadayev Vatan, Akhmedova Farida, Bezgunov Mekhti, Bekirov Alibek and others. As for the level of Russian language proficiency, it can be noted that the growth is noticeable, and all the students of Turkish nationality, with whom I had to work, have reached a good level of Russian language proficiency.

On April 12-15, 2006, the final of the interregional competition of projects of educational institutions “Dialogue - the path to understanding. Integration of refugees and other categories of international migrants by means of education ”. Our school was included in the list of finalists of this competition. She presented the project “Creating optimal conditions for organizing a multicultural space by means of education in a rural school of a multinational composition”. One of the components of this project was the development of my open lessons, compiled on the basis of study guide E.A. Bystrova, as well as material on its approbation. Students for whom Russian is not their native language traveled to defend the project, including a student of my class, Usmanov Teifur.

16 institutions took part in the presentation of projects of educational institutions - finalists of the competition, which took place at school No. 653 of the southern autonomous district of Moscow. Children and teachers shared their experience, teachers talked about the problems they have to face. The problem of teaching Russian as a non-native language, as well as teaching other subjects in Russian, was also raised.

Summarizing and disseminating my work experience, I spoke at methodological associations teachers of the Russian language and literature at school, at a meeting of the problem group of district teachers on the topics "Individual approach to students of ethnic classes in teaching Russian", "Russian as a foreign language in the Federal target program" Russian language "," Russian language in the multinational Kuban and CIS countries ”,“ Teaching Russian language to bilingual children ”,“ The essence of the technological approach in the educational space of a multinational school ”, at the regional conference of language teachers. The materials of the experience are available in the social project "Dialogue-path to understanding", as part of the work of the experimental site on the basis of the school on the topic "Creating optimal conditions for organizing a multicultural space by means of education in a rural school of a multinational composition", they are also published on the school website and on the website festival of pedagogical ideas " Public lesson", In the magazine" The World of the Russian Word ".

The effectiveness of the experience.

The study of scientific and methodological literature on teaching non-Russian students, acquaintance with the teaching aid of E.A. Bystrova, teaching methods of T.Ya. Frolova and S.I. Lvova - all this allowed me to analyze my teaching activities, to generalize their own experience and come to a solution to many problems that one has to face in the process of teaching non-Russian students.

Thanks to the methodological recommendations of E.A. Bystrova, the reasons for the "failure" of a number of students became clear. Methods, forms, a system of exercises, the presence of motivation helped to create conditions for the "soft" inclusion of children in the learning process, to correct existing and form new knowledge in the field of the Russian language, to remove interference in speech at different levels of the language system, and also to teach the types of speech activity ( listening, reading, speaking, writing). All this helped to create an atmosphere of trust, cooperation and, in part, creativity in the classroom. There is still a lot to be tested and analyzed, but I am pleased with the increase and preservation of a steady interest in the study of the Russian language by students of ethnic classes at all stages of education. It is too early to talk about high results, but the percentage of the quality of knowledge does not stand still, it is increasing: 2004-2005 academic year - 48%; 2005-2006 - 56%, 2006 - 2007-61%.

In this work, each theoretical statement is supported by material taken from my experience. I hope that the presented work will become not just an example of the effectiveness of using the methods and forms of work I have chosen, but will also interest teachers of the Russian language, help them in the way it helps me to more effectively organize the process of teaching Russian as a non-native language.

Bibliographic list

1. Asmolov A.G. Reference and information publication of the Ministry of Education of Russia "Education Bulletin". Publishing house "Pro-Press", 1995 p. 96.
2. Bystrova E.A., Kudryavtseva T.S. Methodical recommendations for the textbook "We study the Russian language". 5-7 grades / A team of authors.-M .: Valent, 1999.- 64 p.
3. Verbitskaya L.A. Scientific-methodical illustrated magazine "The World of the Russian Word" № 3. - Publishing house of St. Petersburg state university... 2006 S. 120.
4. Frolova T.Ya. A method of intensive teaching spelling. Russian language: A book for a teacher.- Simferopol: Tavrida, 2001.- 272 p .; silt

Review
for a complete description of the experience of Zoya Vladimirovna Salova,
Russian language teachers MOU SOSH № 11
stanitsa of Nizhnebakanskaya Crimean region
on the topic "Teaching Russian as a foreign language"

For thousands of years, our people have created this miracle of miracles - their own language, which acts as the native language of the Russian people, and as the state language of Russia, and as one of the world languages ​​of communication in the near and far abroad. The words of A.N. Tolstoy, said back in 1934: “The Russian language must become a world language. The time will come - the Russian language will be studied along all the meridians of the globe. " These words turned out to be prophetic.

Recently, the growth of the authority of the Russian language has been noticeable not only among the peoples of Russia, but also in other CIS countries and abroad. Knowledge of the Russian language makes it possible for each person to communicate with people of other nationalities and opens the way and prospects for interethnic and intercultural cooperation. In this regard, on December 29, 2005, the Government of the Russian Federation adopted the federal target program "Russian language" for 2005-2010, which contains a whole section "Strengthening the position of the Russian language as a means of interethnic communication between the peoples of the Russian Federation." Within the framework of this program, a theoretical study of the problem of Russian as a non-native language is carried out, the activities of schools in teaching migrant children are analyzed. "

In secondary school No. 11 of the village of Nizhnebakanskaya, Krymsk district, there are school classes consisting of 80% -100% of pupils for whom Russian is not their mother tongue (mostly children of Turkish nationality). There are no teachers with knowledge of the Turkish language, therefore both teachers and students experience difficulties not only in the educational process, but also in communication. In this regard, the problem of "teacher-textbook-student" arises, which consists not only in poor knowledge of the Russian language, but also in the psychological adaptation of the student to a new culture, new traditions and customs, new relationships in the team.

"How to organize the educational process?", "How to teach Russian to non-Russian students?", "Where to start?" - these questions arose before teachers working in ethnic classes.

The relevance of the experience Salova Z.V. at the moment it is undoubted, since she found the answers to the questions posed and continues to work on them further. The purpose of her experience is to create conditions for the "soft" inclusion of children in the learning process; correction of existing and formation of new knowledge in the field of the Russian language; teaching listening, reading, speaking, writing; removal of interference in speech and at different levels of the language system.

The key ideas that guided Zoya Vladimirovna, working on the problem of teaching Russian to children for whom it is not native, have great importance to improve the educational process, to organize methodological work at school, since the diagnosis of its students to determine the level of Russian language proficiency showed that by the end of the 3rd year of study there were no students with a zero level of language proficiency (in the 1st year of study 25% of students); with the weak - 15% (in the 1st year of study - 45%); with an average - 60% (in the 1st year of study - 30%) and with a good level - 25% (in the 1st year of study there were no such people).

In 1996, when Zoya Vladimirovna faced the problem of teaching Russian as a foreign language in Turkish classes, guidelines there were few. She used the Draft Educational Standard for Russian as the State Language of the Russian Federation, MP for teaching Russian in Tajik and Uzbek schools.

A great help in organizing and conducting Russian language lessons was provided by the textbook "We Study the Russian Language" for students of grades 5-7, edited by E.A. Bystrova, on the approbation of which Zoya Vladimirovna has been working since 2002. Demonstration and handouts based on this textbook helped her to conduct a master class lesson in an unfamiliar class, where all the students were of Adyghe nationality in September 2006 in the city of Sochi (within the framework of the international scientific and practical conference "Teaching and Functioning of the Russian Language as the state language of the Russian Federation in a multilingual environment ").

School directors of the region, methodologists, head of the department of Russian as a foreign language and methods of teaching it at St. Petersburg State University, vice-president of ROPRL Yurkov Evgeny Efimovich, who were present at this lesson, praised the lesson, its organization and the active work of students.

Diagrams and tables from the teaching manual edited by SI Lvova made it possible to present theoretical material in a visually visual, systematized form, in the form of a kind of graphic symbol, which was well remembered by the students and applied in practice.

In her work with students, while practicing spelling and punctuation, Zoya Vladimirovna used algorithms-formulas, rhymes, spelling and punctuation warm-ups, graphic schemes, illustrations by T. Ya. Frolova, proposed in the "Methods of intensive teaching of spelling."

The novelty of the experience of Salova Z.V. consists in the fact that it builds a methodological system of teaching a second language not only taking into account the laws of assimilation of new language material, but also directs it to eliminate the reasons that complicate this assimilation, as well as to prevent and remove interference. She works on improving pronunciation skills, correcting the accent in the speech of students, on developing a speech hearing among non-Russian students.

A creative approach to teaching the Russian language manifests itself in a close connection between educational and extracurricular work, which is carried out purposefully and systematically develops an interest in learning the Russian language.

Zoya Vladimirovna makes interesting presentations for lessons, uses electronic teaching aids, a library of electronic visual aids, multimedia applications, and uses the Internet in her work. Her students enjoy listening to literary and musical works, watching educational films and discussing them, collecting and recording films based on the works of the school curriculum, which develops interest in learning the Russian language, increases the vocabulary of the most common Russian words, develops the ability to use them in colloquial and written speech.

The positive quality of the experience of Salova Z.V. is that her whole class successfully completed the II-nd stage of education, during the studies there was not a single repetition, the students who continued their studies at the III-rd stage successfully passed the Unified State Exam in Russian and are studying at universities and colleges of the Krasnodar Territory , USA, Turkey. All her students reached a good level of Russian language proficiency.

In the presentation of projects of educational institutions “Dialogue-way to understanding. Integration of Refugees and Other Categories of International Migrants by Means of Education ”, which took place from 12 to 15 April 2006 at school No. 653 of the southern autonomous district of Moscow, her student Usmanov Teifur took part.

One of the components of the project was the development extracurricular activities and open lessons, compiled on the basis of the textbook by E.A. Bystrova, as well as material on its approbation.

The results of the work are obvious: students study Russian with interest, an atmosphere of trust, cooperation and creativity reigns in the classroom, the percentage of quality speaks for itself: 2004-2005 academic year-48%, 2005-2006 academic year-56%, 2006-2007 academic year - 61%.

I believe that the quality of generalization of experience meets the criteria of advanced pedagogical experience.

The applications presented by Salova Z.V. will arouse interest both among teachers of the Russian language who work with non-Russian students, and among heads of the Moscow region and methodologists. Particularly noteworthy is Appendix No. 1, which will allow you to determine the level of language proficiency of students of any nationality, and lesson notes with presentations will help you prepare lessons in a quality and interesting way.

The experience of Z.V. Salova can be used in both mainstream schools with a multinational composition in teaching Russian as a foreign language and in other educational institutions.

The federal target program "Russian language", adopted by the Government of the Russian Federation (December 29, 2005, No. 833) for 2005-2010, aims to work in the following areas "Research of the quality of Russian language proficiency as non-native persons studying in educational institutions of the Russian Federation "," Conducting a systematic observation and analysis of the balance of Russian national bilingualism on the territory of the Russian Federation, for the preparation of "forecasts and recommendations on the functioning of the Russian language as the language of interethnic communication of the peoples of the Russian Federation." The experience of Z.V. Salova will help to implement work in these areas, since this is a good decision urgent problems education given to teachers primary school and Russian language and literature.

Teachers of our school and schools of the district (Yu.M. Balkovaya, O.N. Nikitina, N.I. Gritsenko, G.V. Kadatskaya, Z.S. Dzhambekova, I.V. Aramesko, N.A. .Parkhamchuk., Teacher high school No. 2 A.Ch. Lazarev), she repeatedly spoke, summarizing and disseminating her work experience, at meetings of the problem group of teachers of the Russian language and primary grades of the district on the topics "An individual approach to students of ethnic classes in teaching Russian", "Russian as a foreign language in the Federal target program "Russian language", "Russian language in the multinational Kuban and in the CIS countries", "Teaching Russian language to bilingual children." She made a report “The essence of the technological approach in the educational space of a multinational school” at the regional conference of language teachers.

The materials of the experience are in the social project "Dialogue - the way to understanding", as part of the work of the experimental site on the basis of the school on the topic "Creating optimal conditions for organizing a multicultural space by means of education in a rural school of a multinational composition", they are also published on the school website and on the website festival of pedagogical ideas "Open Lesson", in the magazine "World of the Russian Word".