Training teachers of Russian as a foreign language: language competence and motivation in practice in a Pakistani classroom

Abstract

The article is part of a practice-oriented research program reflecting on the author's work experience in the Islamic Republic of Pakistan. The most important issues related to the numerous interpretations of the concepts of "language competence", "motivation base", "Russian as a foreign language" are discussed. The work focuses on practical experience in compiling a digital course of Russian as a foreign language, developed at the Ural State Pedagogical University. The author suggests a set of research questions aimed at understanding the complex nature of the phenomena under discussion. The object of the research is the motivation of teachers of Russian as a foreign language. The subject is to increase motivation through the introduction of visual information transmission and information and communication technologies into the teacher's training and work program. The author comes to the conclusion that it is completely unreasonable to reduce motivation solely to forms of material reward. The use of new technologies also helps to increase the motivation component of teachers of Russian as a foreign language, stimulating the professional development and multidimensional growth of an innovative teacher. This motivation is formed by many young teachers, who are often unfairly mistakenly attributed to a lack of interest in the profession or an interest only in financial remuneration for their work. The world of motivation of Russian teachers is complex and primitive one-sided judgments should be avoided when evaluating it.