Erratological model of teaching Russian to foreign non-philologist

Importance. In the modern world, there is a continuous search for new approaches to teaching students the Russian language. This problem is especially relevant when it comes to foreign stu dents of technical universities who must not only get a profession in Russian but also successfully adapt to Russian society. The purpose of the study is to develop an authorial (erratological) model of teaching the Russian language to non-philological foreigners. Its structural and meaningful de scription is proposed.

Materials and methods. The base for the experimental research is the Military Institute (engineer ing and technical) of the Military Academy of Logistics and Technical Support named after. Army General A.V. Khruleva. The research material is based on a corpus of errors identified in the proc ess of analysing the non-philology students’ speech. The key research method is the error analysis method.

Results and Discussion. The research result is the development of an erratological teaching model based on a nine-stage error analysis system, which includes recognition of erroneous activity – re cording the fact of deviation – identification of errors – formulation of grammatical rules instructions – correction (elimination) of errors – control and correction activities (training) – for mation self-control skills – fixation of error-free (correct) speech activity – reflection of acquired knowledge.

Conclusion. The results obtained suggest that the use of the author’s conceptual model of peda gogical influence in classes for a foreign audience will not only develop Russian-speaking profes sional competence but also ensure the undoubted foreign student’s interest in learning a new lan guage and will also contribute to the intensification of the educational process, enriching it with new technologies, teaching methods, and a new system of tasks.

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