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INTEGRATIVE AND ASSOCIATIVE METHODS FOR TEACHING THE VOCABULARY OF LANGUAGE FOR DIFFERENT MAJORS. Education & Pedagogy Journal. 2023;1(5):61-81. DOI:

Introduction. The article is devoted to the modern methods for teaching the vocabulary of language for “Philology: Linguistics & Literary Studies” Major and considers two methods tested in practice – the Integrative and the Associative. The Integrative Method is related to the multi-channel presentation of the teaching material and shows its organizing principles. Such a program is based on a listening course using only authentic lecture fragments. The lecture glossaries, which serve as a basis for revising the main patterns of Russian pronunciation that are difficult for foreigners, also expose the content of the discipline. The result is a compact, multipurpose course that covers phonetics, accentuation, rhythmics, vocabulary, grammar, logic, composition, rhetoric, analysis of spoken and written texts, and speech development. Since the typology of tasks for each lecture is extensive and reproduced in the course several times, students have the opportunity to look at each topic from different angles and understand its unity and contradictions. The Associative Method aims to anchor large amounts of specialized vocabulary in the students’ memory. The operative activity of the students is connected with close, distant, and complicated associations to a stimulus word from the lecture lexicon. The goal of this article is not only to describe the teaching material presented in integrative and associative forms but also to present various concrete ways in which students acquire knowledge and skills through the process of similar training courses. Materials and Methods. The main research method was a comparative analysis of real and hypothetical ways of combining different goals, tasks, and types of speaking activities within a unified training course for teaching Russian as a Foreign Language. Results and Discussion. It was found that the goals and tasks of forming competencies, different in their essence, are compatible in a unified training course. Listening as a type of speaking activity can be the basis for such a course. The mental actions practiced in the discussed three-part training complex (extracting information from different sources offered on different vehicles, comparing phenomena, recognizing the essence, composing a whole from different elements, formulating general and specific problems, and estimating aspects of the problem) constitute a certain way of thinking necessary not only for students of Philology (Linguistics & Literary Studies) but also of other specialized fields. Conclusion. Integrative and Associative teaching courses provide a holistic system that engages students in mental and speech activities simultaneously. In this way, accelerated formation of dominant, professional communicative competence is achieved.

Keywords: russian as a foreign language, integrative method, associative method, vocabulary teaching, philology major