Development of integrated approaches to teaching KRI using the principles of Russian translation theory

Abstract

This article considers the problem of using integrated approaches to teaching Russian as a foreign language (RFL) based on the principles of Russian translation theory. The structure of the study corresponds to the traditional scientific model IMRAD (introduction, methodology, results, and discussion). In the context of growing interest in the Russian language as a means of international communication, the task of improving the quality of teaching RFL is relevant. One of the key problems of teaching is the need to develop in students not only linguistic competence, but also communicative skills, including interpretation and translation of texts. The article emphasizes the importance of using Russian translation theory, which focuses on the cultural and cognitive aspects of interlingual interaction. To develop an integrated approach, a set of methods was used, including analysis of scientific literature, systematization of the principles of Russian translation theory, as well as experimental testing of the proposed methodology on the basis of study groups of students of a foreign language audience. The basis of the proposed strategy is a combination of cognitive, contextual and activity-based approaches to teaching. The study showed that the inclusion of translation elements in teaching RFL not only promotes a deeper understanding of the lexical, grammatical and syntactic structures of the language, but also the development of intercultural competence of students. Statistical processing of the data obtained confirmed the effectiveness of the proposed integrated approach, demonstrating an improvement in students' knowledge and skills. In the discussion, the authors note that the proposed methodology can be adapted for different levels of language proficiency, as well as for groups with different ethnocultural characteristics. Possible limitations are clarified and directions for further research are proposed, including the development of specialized teaching materials. In conclusion, the importance of integrating Russian translation theory for effective teaching of RFL is emphasized.