Phonetization of teaching Russian as a foreign language in digital humanitarian knowledge: Theoretical aspect

Abstract

The article describes the phonetization potential in the process of teaching Russian as a foreign language (RFL) to philology students in the context of digitalization of education. The relevance of the topic is due to the connection between the quality of hearing and pronunciation skills formation and the processes of perception, understanding, memo-rization, programming an utterance in a foreign language, on the one hand, and the methodological capabilities of modern technologies, on the other hand. The purpose of the work is to present the theoretical foundations of phonetization in teaching RFL and methodological techniques to implement it, taking into account the opportunities of the digital educational environment. The material of the research includes the questionnaires of foreign students studying Russian in bachelor’s, master’s and postgraduate programs, aimed at determining the demand for continuing work on hearing and pronunciation skills formation at the basic and advanced levels. The authors used the following methods: analysis of scientific publications on practical phonetics, digitalization of humanitarian knowledge, listening and pronunciation skills formation by means of electronic linguodidactics, observation of the practical use of phonetization in teaching RFL, questioning the recipients. Basing on the results of the ques-tionnaire survey of foreign students, the authors come to the conclusion that it is important to include work on hearing and pronunciation skills formation at the main and advanced stages of teaching the Russian language practical course in bachelor’s and master’s programs. In this regard, the theoretical knowledge necessary for the teacher to phonetize the learning process at the main and advanced stages is described, namely: the basic concepts in the field of the articulatory apparatus, the characteristics of sounds, the phonetic base of the Russian lan-guage, stress, rhythm and reduction in the Russian word, phonetic processes within the word and at the junction of words, the intonation form of the syntagma. The potential of the digital educational space for phonetizing the practical course of the Russian language at the main and advanced stages of university education is revealed, where the content of phonetic work is determined by the characteristics of a particular study group, teacher training, and appropriate methodological recommendations are given. The practical significance of the research lies in the student-philologist and the teacher’s theoretical knowledge generalization, necessary for the phonetization in teaching RFL and their potential application in the context of the educational space digitalization. This study opens prospects for further exploration of the digital educational space potential in order to improve hearing and pronunciation skills and create appropriate teaching materials.