Video Content and Mobile Technologies in Project Activity at Russian as a Foreign Language Teaching
Abstract
Igor V. Nefedov (Rostov-on-Don, Russian Federation)
The development of mobile learning has a tangible impact on many traditional methods of teaching RFL. In our opinion, M-learning is very effective and promising in the framework of project methods. The most productive work with multimedia content is presented in the video format. It can be conducted at special practical sessions on RFL within the initial stage of project activity (the stage of motivation and goal-setting). At the same time, it is important to shift from work in practical classes under the guidance of the teacher to independent work in the conditions of an uninterrupted mobile educational environment that gives the teacher-practitioner the opportunity to create an imitative field of communication in Russian in accordance with specific educational situations for methodological purposes and tasks in the teaching of groups of students of the Russian language as a foreign language.
As an example of teaching with the help of the project method, the article examines the educational project for foreign students «Shooting the pre-video clip “Rostov-on-Don - the host city of the FIFA World Cup 2018”». The aim of the project is to immerse foreign students in the socio-cultural environment of the country as a whole and of the Rostov region in particular, i.е. the formation of socio-cultural competence, and the application in practice of the knowledge, skills and competences already gained in the framework of communicative and linguistic competences.
The inclusion of video content and mobile technologies in the project activity maximizes the effectiveness of teaching RFL, allows the realization of creative personal potential, makes the educational process student-oriented.
Key words: RFL, project activity, project, mobile technologies, videos, video materials.
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