Psycholinguistic models of russian scientists as a methodological basis of optimal methods of teaching foreign languages

Muhammad Lyudmila Petrovna, Muhammad Khalid InnayatAli

This article is devoted to Russian linguodidactics - a methodology for teaching foreign languages, at the origins of which lies the psycholinguistic theory of activity. The problems of the article are connected to the fact that at the present stage of the functioning of linguodidactics, due to the development of a huge number of educational concepts, many methodological concepts, especially the concepts of the methodological level, have been blurred. To such blurred concepts, we include the concept of “approach to learning”. As a result, authors of curricula, textbooks, and teaching courses, disoriented in the situation, urgently need holistic teaching models integrated based on verified methodology. The theoretical value of the study in the methodological justification of a focused, holistic, effective, verified communicative-active learning model, gaining its relevance in a new round of education.

Keywords:methodology of teaching Russian as a foreign language, linguodidactic model, methodological level of modeling, communicative-activity approach, competency-based approach