FORMATION OF SOCIO-CULTURAL ADAPTATION OF FOREIGN STUDENTS WITHIN THE FRAMEWORK OF THE PRACTICE-ORIENTED PROJECT “WE ARE IN RUSSIA”
DOI: 10.23951/1609-624X-2019-7-130-139
Introduction. Currently, within the world market of higher education, the number of foreign students admitted each year is one of the main indicators of a successful university. Therefore, it is important to study cultural adaptation of foreign students during the course of their education at Russian universities. There is a growing need for new methods of training that stimulate individual adaptation. Project activities as part of teaching Russian as a foreign language proved to be the most effective method of socio-cultural adaptation. The study examined specific problems and peculiarities related to the process of adaptation of foreign students during the course of their education. The language barrier was identified as the main difficulty. The purpose of the study was to substantiate the feasibility of project activities implemented in the practice of teaching Russian as a foreign language. The goal of these activities was to improve social and cultural adaptation of foreign students and to demonstrate how positive results were obtained during the experiment. Materials and methods. The study was based on personality-oriented, systematic and dialogue-and-activity approaches. Common scientific methods used were: questioning, comparative analysis, synthesis and generalization. The main methodology was project-based learning. Results and discussion. The scientific novelty of the research consists in the application of the method of project training in the course of Russian as a foreign language in the framework of a long-term practice-oriented project for the formation of socio-cultural adaptation of foreign students at the II certification level. The specificity of project training in the conditions of formation of social and cultural adaptation of foreign students is defined. The scientific idea of project training in the field of Russian as a foreign language is concretized. The study reviewed a group of factors affecting the process of adaptation. Adaptation, as applied to the educational environment of a university, is defined as a diverse process resulting from many factors such as: admissions, development and personality growth of foreign students within the educational space. The study investigated the basic concepts of project-based learning and proved the efficiency of project activities during the course of studying Russian as a foreign language. The practice oriented project “We are in Russia” was presented as an examples of the tools used in the process of socio-cultural adaptation of foreign students. The study showed that the program of the project is successful in encouraging foreign students to further study in Russian at a Russian university. Moreover, the program proved useful in helping foreign students who already spoke Russian at certificate levels 1 and 2 adapt better. The necessity of including project activities in the educational process of this category of students was substantiated. The study expands our scientific understanding of the practice of teaching Russian as a foreign language. It also offers teachers of Russian language an opportunity to choose the correct tools in order to facilitate adaptation within a changing educational environment, and also serves as the basis for further research in the field of professional training of teachers of Russian as a foreign language. Publication materials provide teachers of Russian as a foreign language an opportunity to familiarize themselves with the potential and diversity of project-based training practices while adapting to the conditions of a specific educational institution. Conclusion. The proposed method is aimed at eliminating the negative effects of the external environment while allowing the individual to adapt to the changing social environment. It also plays an important social and adaptive role in the life of foreign students. Thus, the project methodology was conceived as an interactive activity, which allowed us to obtain personality-significant expertise, and was defined as the most effective way of learning Russian as a foreign language.
Keywords: adaptation process, sociocultural environment, language barrier, communicative activity approach, project activity, project training method, educational project, project group, practice-oriented project on Russian as a foreign language
References:
1. Postanovleniye Pravitel’stva Rossiyskoy Federatsii ot 15 aprelya 2014 g. no. 295, g. Moskva [Decree of the Government of the Russian Federation of April 15, 2014 no. 295, Moscow]. Ob utverzhdenii gosudarstvennoy programmy Rossiyskoy Federatsii «Razvitiye obrazovaniya» na 2013–2020 gody [On approval of the state program of the Russian Federation “Development of education” for 2013–2020] (in Russian). URL: http://static.government.ru/media/files/0kPx2UXxuWQ.pdf (accessed 30 June 2018).
2. Krivtsova I. O. Osobennosti adaptatsii studentov-inostrantsev k obrazovatel’nomu protsessu v Rossiyskom vuze [Peculiarities of adaptation of foreign students in the process of education at a Russian university]. Vestnik TGU – Tomsk State University Journal, 2010, no. 6 (86), pp. 124–127 (in Russian).
3. Volkova N. V. Tekhnologiya proyektirovaniya obrazovatel’nykh sobytiy [Technology of educational events designing]. Obrazovatel’nyye tekhnologii – The Education and science journal, 2017, vol. 19, no. 4, pp. 184–200 (in Russian).
4. Krivtsova I. O. Sotsial’naya adaptatsiya inostrannykh studentov k obrazovatel’noy srede rossiyskogo vuza (na primere Voronezhskoy gosudorstvennoy meditsinskoy akademii imeni N. N. Burdenko) [Social adaptation of foreign students within the educational environment of the Russian university (the study was conducted at Voronezh State Medical University named after N. N. Burdenko)]. Fundamental’nyye issledovaniya – Fundamental Research, 2010, no. 8–2, pp. 284–288 (in Russian).
5. Ochirova O. A., Tsyrenova O. B. Sotsial’naya adaptatsiya inostrannykh studentov v vuzakh krupnykh i prigranichnykh gorodov Rossiyskoy Federatsii (po materialam otechestvennykh issledovateley) za 2011–2016 gg. [International students’ sociocultural adaptation in higher edicational institutions of large and border cities of the RF (on materials of the Russian researchers) for 2011–2016]. Vestnik VSGUTU. Gumanitarnyye nauki, 2016, no. 5, pp. 149–154 (in Russian).
6. Gorbachev D. O., Sokolova Yu. A. Spetsifika prepodavaniya russkogo yazyka kak inostrannogo na podgotovitel’nom fakul’tete SamGMU v aspekte sotsiokul’turnoy adaptatsii [The specifics of teaching Russian as a foreign language at the preparatory department at Samara State Medical University in terms of socio-cultural adaptation]. Praktiko-oriyentirovannyy podkhod v podgotovke spetsialistov meditsinskogo vuza: aktual’nyye problemy i puti ikh resheniya: sb. nauch. statey [A practice-oriented approach to the training of medical university specialists: actual problems and solutions: collection of scientific articles]. Samara, Samara State Medical University Publ., 2018. Pp. 88–94 (in Russian).
7. Argunova V. N., Londadzhim G. Bar’yery sotsial’noy adaptatsii inostrannykh studentov, obuchayushchikhsya v Rossiyskikh vuzakh [The barriers of social and cultural adaptation of foreign students studying in Russian universities]. Vestnik Nizhegorodskogo universiteta im. N. I. Lobachevskogo. Seriya: Sotsial’nyye nauki – Vestnik of Lobachevsky State University of Nizhni Novgorod. Social Sciences, 2008, no. 4 (12), pp. 7–12 (in Russian).
8. Grigor’eva М. А., Satretdinova R. S., Zhigalkina E. V. Kommunikativno-deyatel’nostnyy podkhod k sozdaniyu uchebnogo kompleksa po russkomu yazyku kak inostrannomu (elementarnyy uroven’) [Communicative and activity approach to the creation of a training complex in Russian as a foreign language (elementary level)]. Kul’tura i tsivilizatsiya – Culture and Civilization, 2017, vol. 7, is. 3A, pp. 43–52 (in Russian).
9. Trishchenko D. A. Opyt proyektnogo obucheniya: popytka ob»yektivnogo analiza dostizheniy i problem [Experience of project training: an attempt to objectively analyze achievements and problems]. Obrazovaniye i nauka – The Education and Science Journal, 2018, vol. 20, no. 4, pp. 132–152 (in Russian).
10. Sokolova Yu. A. Formirovaniye sistemnykh obobshchennykh znaniy v khode proyektnoy deyatel’nosti studentov pri obuchenii russkomu yazyku kak inostrannomu [Formation of systemic generalized knowledge in the course of students’ project activities in teaching Russian as a foreign language]. Aktual’nye voprosy vuzovskoy nauki. Vyp. 12: sb. nauch. statey [Relevant problems of university science. Issue 12: collection of scientific articles]. Samara, Samara Institute of Management Publ., 2016. Pp. 277–282 (in Russian).
11. O Kontseptsii dolgosrochnogo sotsial’no-ekonomicheskogo razvitiya Rossiyskoy Federatsii na period do 2020 goda (razdel III, chast’ 4) (vmeste s “Kontseptsiyey dolgosrochnogo sotsial’no-ekonomicheskogo razvitiya Rossiyskoy Federatsii na period do 2020 goda”) [On the Concept of long-term socio-economic development of the Russian Federation for the period up to 2020 (section III, part 4) (along with the “Concept of longterm socio-economic development of the Russian Federation for the period until 2020”)]. Rasporyazheniye Pravitel’stva RF ot 17.11.2008 no. 1662-r (red. ot 10.02.2017) [Decree of the Government of the Russian Federation of November 17, 2008 no. 1662-r (as amended on February 10, 2017)] (in Russian). URL: https://government.consultant.ru/docu-ments/986081 (accessed 30 June 2018).
12. Stepanova M. A. Psikhologiya v obrazovanii: psikhologo-pedagogicheskoye vzaimodeystviye [Psychology in education: psychological and pedagogical interaction]. Voprosy psikhologii – Voprosy Psychologii, 2003, no. 4, pp. 76–83 (in Russian).
13. Avakyan I. B., Vinogradov G. A. Innovatsionnaya gotovnost’ prepodavatelya i sotsial’no-psikhologicheskiy klimat pedagogicheskikh kollektivov vysshikh uchebnykh zavedeniy [Teachers’ innovative readiness and socio-psychological climate of pedagogical collectives of higher educational institutions]. Vestnik RUDN. Seriya: Psikhologiya i pedagogika – RUDN Journal of Psychology, 2018, vol. 15, no. 3, pp. 334–349 (in Russian).
14. Kovalenko Yu. A., Nikitina L. L. Proyektnaya deyatel’nost’ studentov v obrazovatel’nom protsesse vuza [Project activity of students within the educational process of the university]. Vestnik Kazanskogo tekhnologicheskogo universiteta – Herald of Kazan Technological University, 2012, no. 20, pp. 229–231 (in Russian).
15. Bredneva N. A. Proyektnaya deyatel’nost’ studentov v usloviyakh mezhdistsiplinarnoy integratsii. Аvtoref. dis. kand. ped. nauk [Project activity of students in the context of interdisciplinary integration. Abstract of thesis cand. of ped. sci.]. Moscow, 2009. 25 p. (in Russian).
16. Sokolova Yu. A. Protsess formirovaniya sistemnykh obobshchennykh znaniy po russkomu yazyku u studentov-inostrantsev v aspekte proyektnogo obucheniya [The process of forming a system of generalized knowledge of the Russian language among foreign students in the aspect of project training]. Obrazovaniye v sovremennom mire: strategicheskiye initsiativy: sbornik nauchnykh trudov vserossiyskoy nauchno-metodicheskoy konferentsii s mezhdunarodnym uchastiyem (Samara, 14 aprelya 2017 g.). [Education in the modern world: strategic initiatives: a collection of scientific papers of the all-Russian scientific and methodological conference with international participation (Samara, April 14, 2017)]. Samara, Samara University Publ., 2017. Pp. 187–192 (in Russian).
17. Polat E. S. Sovremennyye pedagogicheskiye i informatsionnyye tekhnologii v sisteme obrazovaniya [Modern pedagogical and information technologies within the educational system]. Moscow, Akademiya Publ., 2008. 368 p. (in Russian).
18. Zaynullina F. K. Proyektnyy metod obucheniya v formirovanii motivatsii obrazovatel’nogo protsessa studentov [Project teaching method in the formation of motivation of educational process of students]. Vestnik KazGUKI – Bulletin of Kazan State University of Culture and Arts, 2006, no. 4, pp. 164–166 (in Russian).
19. Kazun A. P. Praktiki primeneniya proyektnogo metoda obucheniya: opyt raznykh stran [The practices of project-based learning technique application: experiences of different countries]. Obrazovaniye i nauka – The Education and Science Journal, 2018, vol. 20, no. 2, pp. 32–59 (in Russian).
20. Zadorozhnaya O. V. Rol’ uchebnykh proyektov v formirovanii navykov nauchnoy deyatel’nosti [The role of educational projects in the formation of scientific work skills]. Obrazovaniye i nauka – The Education and Science Journal, 2016, no. 9 (138), pp. 109–118 (in Russian).
21. Khavronina S. A., Gulyayeva I. V. Metodika prepodavaniya russkogo yazyka inostrantsam i psikholingvistika [Methods of teaching Russian to foreigners and psycholinguistics]. Vestnik Rossiyskogo universiteta druzhby narodov. Russkiy i inostrannyye yazyki i metodika ikh prepodavaniya, 2013, no. 2, pp. 11–16 (in Russian).
( 525.58 kB ) 
( 511.56 kB )
Issue: 7, 2019
Series of issue: Issue 7
Rubric: INNOVATIVE PROCESSES IN EDUCATION
Pages: 130 — 139
Downloads: 948