외국어로서의 러시아어 교생실습의 효율화 방안 연구 = A study for searching for efficient methods for teaching practices of students in the classes of russian language as a foreign language

다국어 초록 (Multilingual Abstract)

This study tries to summarize the seminars which are held to give efficient methods for teaching practices to students who plans to have russian language as a foreign language classes in the korean middle schools.
the author emphasizes the criterions of choosing learning texts and materials, teaching methods in accordance with the korean school conditions and environments and mentalities of korean middle school students who are interested with russian language as a foreign language.
Here it is important to continue the principles of illustrative complex and different-coloured thematic pages in choosing the teaching and learning texts or supplementary materials, for example. In addition to this, another recommendation is agreed in the seminars, like the principle of continuousness of ‘vocabulary storage - grammar system - cultural linguistic knowledge’. In any case it is important to strictly observe the first rule in the fields of russian language as a foreign language - systemicity or systematical structure.
One of the moments of important aspects is the communicative role of practicer-teacher as a organizer and participant in the communication processes. In this sense practicer-teacher also have to try to fulfill the function of communication organizer and at the same time participant. therefore the positive qualities of practicer-teacher like communication capability, systemicity and functionality and so on are naturally stressed here.
And also practicer-teacher must try to form the images of learning students about language, especially to form the linguistic-cultural background knowledge as a reflection of social-cultural, national components. In this connection, at least one of the 3 strategies -so to speak, cognition strategy, strategy of memory, compensator strategy- is also recommended to do for practicer-teacher. Or practicer-teacher can devise all 3 above-mentioned strategies for their goals according to circumstances.

참고문헌 (Reference)

1 Каленкова О.Н., "Уроки русской речи" 38-102, 2004

2 Савченко Т.В., "Русский язык: от ступени к ступени" 176-207, 2011

3 Корчагина Е.Л., "Приглашение в Россию" 24-54, 2012

4 Безрукова О.А., "Моя русская грамматика" 53-69, 2009

5 Щукин А.Н., "Методика преподавания РКИ" 154-188, 2008

6 "http://www.zlat.spb.ru"