METHODOLOGY FOR DETERMINING INDICATORS OF COMMUNICATIVE ACTIVITY IN TEACHING THE RUSSIAN LANGUAGE
Keywords:
communicative activity, communicative competence, teaching Russian language, indicators, diagnosis, methodology, language training, students, educational processAbstract
The article addresses the problem of determining indicators of students' communicative activity in learning the Russian language. It emphasizes the importance of developing communicative competence as one of the key conditions for successful educational and professional development of an individual. Theoretical approaches to the concept of "communicative activity" are presented, and its main indicators are identified: linguistic, speech-related, psychological, pragmatic, and sociocultural. A methodology for their diagnosis is described, including testing, observation, analysis of oral and written work, self-assessment and peer assessment, use of rubrics, and digital technologies. Examples of the practical application of the methodology in the educational process are provided, showing its effectiveness in increasing motivation, speech activity, and the level of students' language proficiency. In conclusion, the necessity of a comprehensive approach to assessing communicative activity is affirmed, and prospects for further research in this area are outlined.
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