Поиски "золотого ключика" (проблемы современного учебника русского языка как иностранного)

There appeared Russian language textbooks for English (Vagner, Ovsienko, 1967), French (Vaneeva, Vishnyakova, Ostapenko, 1965) and German speakers (Zakhaeva- Nekrasova, Rassudova, etc., 1964).

In 1965 teachers of Moscow State University wrote a Russian language textbook for preparatory faculties aimed at practical language acquisition as a means ofcommunication.

1970--1979s -- rapid development of methods of teaching Russian as a foreign language, rising interest to the theory of a textbook, defining main types of textbooks for foreigners (Problems of a textbook., 1977). Textbook is called the main means of education in the structure of a typical study pack. There were written study packs for different levels and specialties (universal and nationally oriented). Edited by G.I. Volodina “Practical course of the Russian language” for foreigners studying natural sciences was very popular.

Communicative concept of learning languages is realized in famous and popular textbooks “Russian for everybody” (1978), “Start” (1979), “Horizon-1” (1977).

1980--1990s -- differentiated learning according to individual activity and communicative activity approaches in teaching Russian as a foreign language (Zimnyaya, 1985: 49). “Textbook theory... point out language, speech, communicative and behavioural, communicative and activity textbooks on the Russian language. The second classification .where textbook is defined as a model of a teaching method. point out grammar and translation, consciously-practical, communicative, intensive” textbooks on RFL (Bakhtiyarova, Shchukin, 1988: 131).

1990--2000s -- teaching a language not only as comprehensive discipline, but also as “using in real life situations and functions” (Shchukin, 2003: 298). The scientists characterize communication, speech acts, speech intentions, speech models, speech operations and the final aim of teaching a language -- communicative competence, study interaction of language and culture, “linguistic worldview”, “secondary linguistic identity”. There were described language levels, worked out state educational standards (1999), typical tests for different levels. Textbooks and manuals are oriented at state standards and level system of language acquisition.

2000s -- mastering electronic educational environment, using innovation technologies in teaching foreign languages, the theory of mixed learning, electronic textbooks, etc. More than 20 electronic textbooks appeared, “the most popular were `Cabbage' (Finland), `Ruslan' (Great Britain), `Russian from the very beginning' (Russia), `Voices' (the USA), `Kraski' (Italy). In Russia there were created electronic textbooks `Vladimir' (2003), `News from Russia' (2006), `Russian with computer. Step 1' (2006), etc.” (Nizovaya, 2012: 50).

Problems

Different authors of textbooks basing on general methods of teaching foreign languages (and its basic sciences) structure the material in their own way. There is no agreement on the question “if there are specific problems of a textbook or a textbook realizes methodical system of its authors. in this case there will be as many “theories” of a textbook as many authors of textbooks are” or a textbook “should have its own features independent ofmethodical systems of different authors” (Vyatutnev, 1984: 151).

On the one hand, the theory of RFL textbook is connected to modern theoretical questions of methods of teaching foreign languages and allied sciences (linguistics, pedagogy, psychology, etc.). On the other hand, talented authors create their textbooks and manuals breaking common rules. For example, D. Rowland, the manager of the project on writing textbooks on foreign languages (French, German, Russian and Spanish) (Rowland, 1972: 80) wrote: “We were happy that at the beginning of our project we were not bounded by any theory of language acquisition or any teaching method. In this way, at the same time we could be eclectics and pragmatics, choosing and testing the things that seemed relevant or appropriate for our aims and declining everything irrelevant”. What should be general (invariant) for all the authors of textbooks and what could be changeable (variable)?

The absence of continuity in textbooks and manuals for different levels and also the absence of general concept of the series of RFL textbooks.

Lack of differentiated tests and control papers important for quick feedback and “closed system” of teaching and control, correction and self-correction.

Inadequate attention to the motivation to learning the Russian language.

The absence of standardised criteria for assessing a modern textbooks.

Mastering internet environment, creating electronic textbooks requires scientific analysis of the theory of textbooks, including electronic ones, their typology, classification, etc.

Conclusion

There is a methodical necessity in creating an encyclopaedia (reference books) for the authors of RFL textbooks systematizing fundamental methodological research in the sphere of teaching foreign languages, RFL, presenting modern concepts in the theory of creating RFL textbooks, describing procedures of their constructing and modelling.

Список литературы

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Сборник грамматических упражнений по русскому языку / под ред. И.М. Пулькиной, Г.И. Рожковой. М.: Изд-во Московского университета, 1955. 390 с.

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Учебник русского языка для студентов-иностранцев, обучающихся на подготовительных факультетах вузов СССР. М.: Высшая школа, 1965. 235 с.

Хавронина С.А., Широченская А.И. Русский язык в упражнениях. М.: Русский язык. Курсы, 2013. 384 с.

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RowlandD. Toward FLES in Britain. Part II // The Modern Language Journal. 1972. Vol. LVI. No. 2. Р. 80.

Сведения об авторе:

Пашковская Светлана Сергеевна, доктор педагогических наук, профессор кафедры «Русский язык как иностранный» Пензенского государственного университета.

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Bio Note:

Svetlana Sergeevna Pashkovskaya, Doctor of Pedagogical Sciences, Professor of the Department “Teaching Russian as a Foreign Language” in Penza State University.

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