Linguistic and methodological possibilities of social networks in teaching Russian as a foreign language

In the article the linguistic and methodological possibilities of using social networks as an educational technology in the methodology of teaching Russian as a foreign language were explored. The merits of social networks in the organization of various forms of learning, as a tool for information, as an additional form of motivation for students to learn and as a platform for implementing the principle of student-centeredness were analyzed. The advantages of social networks in terms of effective communication between the subjects of the educational process in the context of blended learning were reviewed. The possibilities of forming “soft” competencies and media-information literacy of foreign students were noted. The results of the application of the social network in the work with foreign students studying Russian language at TSU were presented. We proposed a variant of integration of international students in the Russian-speaking social network “VKontakte”: integration is carried out in stages and includes training students to communicate in the social network, interaction within the social network, training of speech activity. As a part of the research a survey of students and teachers of Russian as a foreign language from different countries was conducted. The results of the survey were obtained an understanding of social networks in teaching of foreign languages abroad. The social network “VKontakte” was chosen and justified as a convenient platform for working with students. This social network is an element of Russian media culture, which contributes to the formation of linguocultural and communicative competence in foreign students. “VKontakte” has functional advantages compared to other social networks. The article gives examples of tasks for the development of all kinds of speech activity (listening, reading, speaking, writing), as well as linguistic games that can be organized in a “VKontakte” group. Practical tasks are based on the stages of integration of a foreign student into the Russian-speaking social network. The possibilities of using social networks at different levels of proficiency in Russian as a foreign language were considered. According to the results of the study and testing fragments of classes in a social network concluded the feasibility and effectiveness of this educational technology in the methodology of teaching Russian as a foreign language in blended learning.

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