METHOD OF TEACHING SYNTHETIC TYPES OF SPEECH ACTIVITY

The purpose of our article is to describe the teaching of synthetic speech activities as a new technology, which we use when teaching Russian to foreign students. The development of this technology is conditioned by the fact that, at the present stage, various texts of network discourse are used as didactic materials, i.e., newsfeed texts, media projects, videos, and interviews. Changes in the quality of didactic materials require new forms and methods of working with them. All the above- mentioned reasons have led to new ways of solving problems using effective methods. The totality of new methods form a technology, which we propose to call “teaching synthetic types of speech activity”. The idea of this technology is based on a set of methods for working with the texts of network discourse, aimed at the simultaneous formation of writing, speaking, reading, and listening skills within one lesson.In this article we describe a method for teaching types of speech activity, which is used to form communicative competence in teaching Russian language using traditional and new methods, such as: voice messages, social network comments, posts, subtitles in videos, and work with hyperlinks.To determine the effectiveness and reliability of this technology, we conducted a one- year experimental training course. This course involved two groups of students. In the first (experimental) group, the method of teaching synthetic speech activities was used; in the second (control group), Russian was taught on the basis of traditional methods. At the end of the year, the final testing was conducted: its task was to determine the students' communicative competence level. The assessment included subtests in listening, reading, writing and speaking. A comparative analysis of the results obtained in the experimental and control groups allows us to conclude that the proposed technology for teaching synthetic types of speech activities is much more effective as compared to traditional methods.Based on the experimental training results, the following conclusions can be made: teaching synthetic types of speech activity makes it possible to form communicative competence and foster interest in a target language (in particular, to Russian), to teach students to work with Internet texts and media texts as a source of useful information that is contained in the network interface. In addition, the proposed methodology allowsus to better develop cognitive skills and creative abilities for foreign students to obtain and integrate linguocultural information.