ETHNO-ORIENTED TEACHING TATAR LANGUAGE IN HIGHER SCHOOL.

This article describes topical issues of ethno-cultural methods of teaching Tatar language in the system of higher education. Tatar language as the state language of the Republic of Tatarstan in the Russian Federation is studied in higher education institutions and for this purpose textbooks of communicative and ethno-cultural orientation have been developed. In the process of studying Tatar language, foreignlanguage (including Russian-speaking) students almost master both the speech and socio-cultural competence. This is the relevance of the materials presented in the article. According to the concept of socio-cultural teaching, mastery of non-native language presupposes the study of individual and collective mentality, the formation of systemic thinking, the ability to simultaneously perceive two cultural dimensions and to bring linguistic and cultural facts to a single system of linguocultural phenomena. The specificity of modern language is largely determined by extralinguistic factors: socioeconomic, political, historical state of the country, as well as linguistic and ethnic composition of the territory. It is the projection of these cultural and linguistic universals onto the system of ethno-oriented teaching of Tatar language that is provided by the technology of socio-cultural education, the most important element of which is ethno-linguistic competence. Approbation of the developed ethno-oriented system of teaching foreign audience Tatar language is carried out at the various institutes of the Kazan Federal University, as well as in short courses where representatives of different nationalities study. It allows students to form such personally significant qualities as readiness for understanding and cooperation; understanding of the uniqueness of the cultures diversity unity; respect to a different culture; awareness of the peculiarities of native culture; self-realization in a multicultural world. For carrying out this study, a method of theoretical analysis, a comparative method, a statistical method, and a generalization method were used. [ABSTRACT FROM AUTHOR]

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