Distance education without distance: Harmonization of pedagogical communication in the RFL classroom at the university

The article presents a study of the problem of creating a language environment in the context of distance education. The article is aimed at solving the problem of theoretical substantiation of the psychological and pedagogical conditions for harmonizing pedagogical communication in the process of teaching students Russian as a foreign language in the context of the transition of universities to distance education in connection with the 20202021 pandemic, which led to a global transformation of the communication channel in pedagogical communication. The aim of the study is to identify the psychological and pedagogical conditions for the harmonization of pedagogical communication in the process of teaching Russian as a foreign language at a university in the context of the transition to a distance learning format. Pedagogical communication is considered as the main technology for the implementation of educational activities, a tool for interaction between the subjects of the educational process. The components of pedagogical communication are educational speech situations and their components: communicants, external circumstances, internal circumstances (N.I. Formanovskaya). The key is the presentation of pedagogical communication in the form of a “communicative circle”, formulated within the framework of a text-oriented approach to teaching the Russian language (N.S. Bolotnova). The harmonization of pedagogical communication is understood as the implementation of psychological and pedagogical conditions that provide maximum comfort for the subjects of educational activity in order to develop their creative and cognitive activity in the information educational environment. The study was conducted on the basis of the National Research Tomsk Polytechnic University during the period of full transition to distance learning in the 2020-2021 academic year. The main research methods are: pedagogical observation, questioning, analysis of the results of students' activities. As a result of the study, psychological and pedagogical conditions for the harmonization of pedagogical communication were identified in accordance with its functions: information and communication, regulation and communication, education and communication, the function of inter-cultural interaction. In conclusion, the psychological and pedagogical conditions are systematized, allowing to achieve the harmonization of pedagogical communication in the RFL classroom with a full transition to a distance learning format: the development of personalized educational content, the integrated use of online services; the use of information services as a tool for creating a space for the development of students' personal qualities; the formation of a group as an international team with experience in intercultural communication, professional skills and personal qualities of a teacher.

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