Linguistic intuition in the system of teaching Russian as a foreign language at the pre-university stage

Abstract

The relevance of the study is due to the lack of methodological complexes designed to develop linguistic intuition among foreigners studying the Russian language at pre-university stage. Foreign students at the initial level of education usually use linguistic intuition formed in their native language, but observations show that a full-fledged linguistic intuition in Russian-language speech communication is based on the automatic use of elements and constructions of the Russian language. The purpose of the study is to substantiate the need for consistent use of tasks that contribute to the automated speech skills and stimulate linguistic guess in the process of teaching Russian as foreign language. The following methods were applied: observation of the communicative activities of students learning the Russian language with the proposed methodology, analysis and synthesis of results, as well as observation in order to identify difficulties in achieving automaticity of speech skills and the use of linguistic intuition. The research was conducted at the elementary and basic levels of teaching the Russian language to Iranian students of medical and biological specialties at the Preparatory Faculty of the Kazan (Volga Region) Federal University. A methodology has been developed, based on the system of phonetic, lexical-grammatical and text tasks for classroom and independent work. The training complex uses elements of critical thinking to form and improve speech and cognitive skills that will help foreign students develop the ability to independently solve various communicative problems. Provided that tasks for developing intuition are regularly completed at classroom, it seems promising to achieve freedom of speech behavior of foreign students in communicative acts of various types.