Emotive-Reflexive Approach to the Formation of Phonetic Competence in Russian among Foreign Students

Abstract

The aim of the study is to identify the emotive-reflexive approach as an optimal pedagogical approach to the formation of phonetic competence in the context of the methodology of teaching Russian as a foreign language. The article proposes a problematization of the term “emotive-reflexive approach” in foreign language education, illustrates the methodological techniques of forming the phonetic competence of foreign students (A1-B1). The scientific novelty of the research lies in the development and theoretical substantiation of the types of tasks for teaching Russian as a foreign language on the basis of the emotive-reflexive approach. As a result, exercises are presented that contribute to the intensification of the formation and development of phonetic competence in the Russian language among foreigners and their classification is determined.