Казахского государственного женского педагогического университета
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| Key words: Russian as foreign, innovative forms and methods of training, state and professional standards,
multimedia technologies International relations are developing more and more in the social sciences. Thus, the equipment used for the practical acquisition of a foreign language and its culture becomes one of the most important characteristics of a top expert in the field of teaching. And, in the high school system of Kazakhstan, as in many countries of the world, there are serious changes. Pedagogical technologies are connected with the broad ―use of new information technologies which give the chance fully to open didactic functions of these methods and to realize the potential educational opportunities put in them. As of today, free access to the necessary information is required, and in information centers all opportunities in existing scientific, cultural, and information centers of the whole world are created within a comprehensive study of this or that problem to form own independent opinions‖ [1; 127]. Within higher educational institutions there is a distinct need to produce experts of a high professional level who are capable of solving difficult, modern problems. In this regard, innovative forms and methods of teaching, the refusal of a formalistic approach to training, and the use of new modern technologies in the implementation of practical purposes and tasks become the main objectives of state policy formation for education in Kazakhstan. There are diverse problems in the practical training of foreign students in Russian phonetics and intonation within the different types of speech activity. So, in terms of audition, the student must learn to accurately perceive the overall phonetic shape of Russian words in the speech stream and the rhythmical- intonation design of speech. Likewise, the student must create a plan for expression, a contextual plan, and must learn and understand the importance of pronouncing statements emerging from the interaction of lexicon, syntax, intonation and context. In the process of mastering phonetically correct oral language the student should learn in full Russian articulation based on the use of syllables, words, and phrases, primarily in the full style of pronunciation, in order to acquire all of the diverse types of switches in articulation from one articulation to the another within a word, phrase, or syntagma. The problems of training highly qualified specialists also include the formation of a student's benchmark, standardizing requirements for future experts, the ability to take these independently, and the constant improvement of knowledge of the specialty. In this sense, producing experts who know a foreign language becomes important. The Russian language holds a strong position within the economic, legal, and educational space of Kazakhstan, being the language of international communication. Therefore, the use of the technologies which increase the efficiency learning Russian is of particular importance. Our main goal is the concrete description of the initial tactics for training foreigners in Russian the language, predetermining all the components of the training process; contents, training materials, and control. Қазақ мемлекеттік қыздар педагогикалық университетінің Хабаршысы № 1 (77), 2019 155 As our work has an advisory nature, the basic communicative competence of adult foreigners is noted, and the daily, non-professional, communicative needs of pupils are considered during their stay in Kazakhstan. A peculiar feature of the pre-university grade level is the intensity and short period of foreign language learning that is required to master a language in a volume sufficient to carry out further educational activity. For the communicative competence of pupils of Russian and their adaptation to their new educational environment it is necessary to use the most rational and effective possibilities for out-of-class, independent work which is carried out by innovative methods of training, in particular, by means of modern multimedia. The introduction to the educational process by use of occupations is an effective means of helping foreign citizens to adapt to training at the pre-university stage. In reference to the exercises ―at a pretext stage, the teacher needs to remember their general plan and the difficulty level, moving from one difficulty in one exercise before recognizing the phenomena of similar forms, as well as remembering the repetition of the studied material in small doses over a long period bringing skills to automatism, and the complexity of exercises‖, etc. Although the constant communicative focus on oral speech within concrete educational situations and in scientific fields must remain one of the main and indispensable conditions [2; 221]. But each technique, especially in new, modern, multimedia, educational systems, has advantages and shortcomings. For example, the lack of direct contact between the teacher and students, in our opinion, complicates perception and the implementation of training material. Also, the virtual electronic environment of RAF training excludes the stage of mentally connecting the perceived picture from the cognitive process. Perhaps, this environment will accelerate the process of the perception of speech material and nonverbal information, but trainees have no connection of this to cognitive activity. Therefore, there is no direct opposition of distance learning and real teaching. The training model of communicative competence can be used during any situation, both for distance learning, and for traditional class work with the use of computer technologies. Therefore, there is an imperative need for the creation of a new generation of manuals. It is necessary to remember that a "dialogical" form of exercises should include the introduction of lexicon constantly. It is also appropriate to train not only the terminological and general scientific lexicon, but also office lexicon for scientific prose and modal and estimated lexicon for oral forms of communication [3; 109]. In recent years research techniques of teaching RAF have been actively conducted, including experiments in the field of the implementation of computer technologies in the training of foreign languages. It is known that modern computer programs can evaluate individual needs and student interests, and various strategies for the assimilation/acquisition of language. These programs can also differentiate ways of presenting training material, provide individual forms of training, create a wide range of incentives for the involvement of students in foreign-language speech activity, and increase the contact time of contact with the language learned. Interactivity, independence, individualization, and, as a consequence of all that, a personal approach to training focused on the student, formulate new requirements for the use of computer training materials during a lesson. Today, various computer software (such as electronic dictionaries and training programs), regional geographic and Internet training materials, methodical data, as well as psychological and linguistic literature appear to aid the RAF teacher. But, not only are such computer opportunities as electronic dictionaries rather easily used to expand a lexicon. Multimedia opportunities as well as the use of complex animation techniques in the teaching of RAF allow for facilitating non-native language opportunities for improving the visual memory of students considerably. The teacher can use these methods in teaching RAF in order to get the students involved in training. Most important is the fact that the imitation of reality by means of multimedia means happens in a dialogue mode. "The effect of reality" of the events is created by means of communication, such as the communication of fictional heroes. And, to remain ―in this world it is necessary to react to the events around you by means of "live" communication. Thus, students in this case are participants in a game, and thus their interest and motivation in studying of a language automatically increases‖ [4; 110]. When future undergraduates appeared in the student body and the subject of "specialty language" did not have any relevant teaching materials, we were faced with the necessity of creating them. Having experience in heuristic learning, we understand that not all known principles of heuristics can be used by us in the present moment. In the past, we have worked with advanced students. Thus, we |