Realizacja praktycznego celu nauczania języka rosyjskiego na kierunku filologii rosyjskiej

Abstract

The author of the article distinguishes, in the teaching of Russian at the Department of Russian Philology, the following three goals: the practical (linguistic), the cognitive, and the educational. Of these, it is the practical mastery of the language which is considered as the main goal of teaching, the student having to attain the four principal proficiences of the language. The standard and range of the four proficiencies must be, respectively, high and extensive in view of the fact that the students at the Department are to be in future teachers of Russian in Polish schools. The achievement of this goal depends, according to the author of the article, chiefly upon a proper planning and application of language classes. Language classes are a means to consolidate the material taught at the Department and to transform theoretical knowledge into linguistic habit and fluency. Relevant is also the correlation of practical classes with lectures on descriptive grammar and on Russian and Soviet literature, as well as the students’ active attitude to the language. To avoid the interference of the students’ native language the Department has large recourse to audio-visual aids, students of the second and third years have to join a language-teaching Summer course, while fourth-year students attend courses in the USSR. The standard of the results achieved is to a large extent the work of the teacher responsible for the practical language classes. The cognitive aim should be an integral part of the general curriculum of the teaching of Russian. Students ought to be acquainted with the social and cultural questions at issue in the USSR; they ought also to come into contact with Soviet people, native speakers of Russian. The educational goal is achieved through the content of the teaching process, through the didactic process and various forms of extramural work. It is vital to maintain a proper balance between these three goals, the practical, the cognitive, and the educational, among which the most prominent position should be incontestably assigned to the former.