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首页> 外文会议>International Technology, Education and Development Conference >(765) RHETORICAL METHODS AND TECHNIQUES AS AN EFFECTIVE MEANS OF OPTIMIZING VERBAL COMMUNICATION IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE
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(765) RHETORICAL METHODS AND TECHNIQUES AS AN EFFECTIVE MEANS OF OPTIMIZING VERBAL COMMUNICATION IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

机译：（765）修辞方法和技术作为优化俄语教学中的口头沟通作为外语的有效方法

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Present-day teaching RFL (Russian as a foreign language) aims at both imparting a certain scope of knowledge and developing learners' personal qualities which are necessary for participation in a socially valuable activity (Slastenin, Kashirin). In the course of communicative competence formation it is reasonable to place emphasis on developing learners' knowledge and skills of special-purpose speech production which ensure effective interaction in the framework of a specific professional activity. Consequently, there is a great need for a specially elaborated system of exercises and tasks focused on a successful social self-realization of a language and speech personality. During the process of developing a language personality the use of rhetorical methods and techniques as an effective means of optimizing verbal communication is of great importance. The application of modern rhetorical methods and techniques is ethnoculturally specific: rhetorical criticism in England; theory of text composition influencing the recipient in Germany; logic of propositions about values, logic of humanities in France; rhetoric as a theory of verbal communication in the USA; Russian philological tradition, based on the rhetorical ideal of Socrates, Plato and Aristotle. The article considers the definitions and classification of rhetorical methods and techniques in teaching Russian as a foreign language. Particular attention is paid to the specifics of teaching RFL with account to its linguistic and extralinguistic content. The practical section of the article contains a variety of reading comprehension tasks for the texts of different types and genres including the regionspecific information (concerning national and cultural specifics of South Ural). The proposed tasks and exercises, providing verbal mastery in the process of teaching RFL, are aimed at the optimization of verbal communication.
机译：现今的教学RFL（俄语作为外语）旨在赋予一定的知识范围，发展学习者的个人品质，这些个人品质是参与社会宝贵的活动（骨质蛋白，Kashirin）所必需的。在沟通能力组合过程中，强调发展学习者的知识和特殊讲话技能，确保了在特定专业活动的框架中确保有效互动的合理。因此，有很大的需求，专门阐述的练习和任务，专注于成功的社会自我实现语言和言语个性。在开发语言个性的过程中，使用修辞方法和技术作为优化口头沟通的有效手段是非常重要的。现代修辞方法和技术的应用是民族文化学特定的：英格兰的修辞批评;影响德国收件人的文本构图理论;关于价值观的命题，法国人文逻辑;修辞作为美国的口头沟通理论;俄罗斯人的传统，基于苏格拉底，柏拉图和亚里士多德的修辞理想。本文考虑了俄罗斯教学中的修辞方法和技术作为外语的定义和分类。特别注意，将RFL教授RFL的细节，以其语言和拓展内容。该文章的实用部分包含各种阅读理解任务，用于不同类型和流派的文本，包括区域特定信息（关于南乌拉尔的国家和文化细节）。拟议的任务和练习，在教授RFL的过程中提供口头掌握，旨在优化口头沟通。

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