Linguo-didactic program 'teaching foreign language through online-correspondence' as a form of educational and communication practice: methodological aspects

The article presents innovative content of linguo-didactic program on acquisition of a language. Drastically changed conditions of communication due to development of online technologies, which enable to carry on online-correspondence in a foreign language with native speakers was an incentive to create such a program. It appears that this type of communication has great linguo-didactic potential and its understanding made it possible to organize learning process based on own communication principles and thus to declare a new stage in implementation of communicative approach in teaching foreign languages. Profound proficient refocusing of linguo-didactic activities onto own communicative principles means, firstly, - essential reinterpretation of the course content: communicative practice of a learner is taken as a starting point of linguo-didactic activity. It contributes to building special - discursive - grammar. Secondly, - the attitude towards communication and speech practice of learners is being changed - it is perceived not as an object but as a study tool of the language. Thirdly, - position of a learner is being transformed from that of the outside observer of the modeled and real communicative processes into the position of a full participant of communication who is busy to conduct his / her own independent research activity, which inspires synergic processes in linguo-didactics. The following sections make up the program content: methodological base, features related to organizational and motivational activity to do online-correspondence, content-informative base of linguo-didactic activity. Main attention is focused on the last section concerning principles of learning content. First and foremost, it is communicative - pragmatic principle. Main strategies of online-correspondence - subject-matter, content-informative, ethiquettical, emotional-evaluative and style-forming - determine the way it will be implemented. Another essential principle of building up learning content is the principle of maintaining consistency throughout, which is to be put into practice along the extension and complication lines. These principles' consideration is accompanied by the online-correspondence analysis of the learners who study Russian as a foreign language together with native speakers. Finally, the results are to be summarized and prospects of the program implementation are to be defined.

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