Cognitive-communicative approach in the system of teaching Russian language for foreign students (in the condition of no language environment)

The article reveals the content of the cognitive-communicative approach in the system of teaching the Russian language for foreign citizens in the absence of a language environment. The cognitive and communicative approaches have separately substantiated, for which the key criteria have been established. It has been concluded that the cognitive-communicative approach regarding the teaching of Russian as a foreign language in the absence of a language environment presupposes the activity of the subject, the formation of which constitutes one of the learning goals, arises as a result of the interaction of cognition and the object within the problem situation. The important question here is about the necessity of certain changes in the scientific paradigm of the methods of teaching Russian as a foreign language; its methodological basis, at the present stage, becomes linguocultural studies. Its central concept is the "linguistic personality" which takes into account the specificity of the educational discipline "Methodology of teaching a foreign language", which transforms into the concept of "secondary linguistic personality", the formation of which involves mastering a foreign language not only at the level of the language code, but also at the integration of the student's personality in a language picture of the world of its bearers. The essence of the cognitive approach is to focus the learning process on solving such problems as: perception, cognition and understanding of reality by a person; acquisition, processing, structuring, preservation, derivation and use of knowledge. Therefore, considering the modern strategy of teaching coherent speech of foreign students, one can rely on the basic principles of both communicative and cognitive approaches. So, the process of teaching a language involves stimulating the speech-cognitive activity of students. Thinking, as you know, has two main functions: cognitive and communicative. In the process of cognitive activity, students solve mental problems and discover new knowledge. In communicative activity, students solve speech problems, for example, refute something, argue, find out, agree, etc., for which it is necessary to carry out a speech action. At the same time, one should think over what to say, how to arrange a phrase, which ones to choose lexical units and grammatical constructions. Such a task is becoming intelligible.

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