Comprehensive methodology for diagnosing cognitive styles of foreign students in the context of the strategic paradigm of teaching Russian

Abstract

The article is devoted to the development and theoretical substantiation of a comprehensive methodology for diagnosing the cognitive styles of foreign students learning Russian. The relevance of the study is due to the need to implement a differentiated approach within the framework of the strategic paradigm for the formation of grammatical competence, where consideration of students’ cognitive characteristics serves as the basis for choosing optimal language acquisition strategies. The author’s diagnostic package, including the self-assessment questionnaire «My style of learning Russian» and a set of practical exercises in Russian as a foreign language, which allow diagnosing 10 binary parameters of cognitive style is presented. Special attention is paid to the adaptation of diagnostic procedures for different language proficiency levels (A1, A2–B1). The methodology was tested in a pilot study and can be used as a tool for the ascertaining stage of a pedagogical experiment. The article is methodological in nature and is intended for teachers of Russian as a foreign language, researchers in the field of linguodidactics and psycholinguistics.