Teaching scientific and professional vocabulary to students of philology (speaking Farsi)

Abstract

The article discusses methods and approaches to teaching scientific and professional vocabulary to Farsi-speaking students of philology. Special attention is paid to the specifics of teaching vocabulary in Russian to Farsi speakers, taking into account cultural and linguistic differences. The main difficulties faced by students are described and effective strategies for overcoming them are proposed. The article analyzes various teaching methods, such as contextual learning of words, the use of specialized texts and the integration of multimedia resources. Examples of exercises and tasks aimed at consolidating knowledge and developing skills in the use of professional vocabulary in scientific and academic contexts are given. The algorithm of teaching Russian as a foreign language to students of philological specialties demonstrates significant differences in comparison with teaching students of other specialties. The results of the study show that an integrated approach to learning, including both traditional and innovative methods, contributes to a deeper assimilation of vocabulary and an increase in the level of students' linguistic competence. These features are interpreted by the specifics of the learning process, namely, a voluminous range of language disciplines, for the development of which knowledge of the Russian language is required at least at levels B1–B2. Currently, Russian universities have accumulated sufficient experience in teaching both scientific and professional speech to foreign students in the philological profile of education. The task of the teacher is to choose the best way to develop students' research skills.