Алгоритм ведения занятий РКИ с использованием русских паремий в корейской аудитории

An algorithm for teaching Russian as a foreign language through Russian proverbs to Korean audience

The article examines the methodological problem of using Russian proverbs and sayings (paremias) in teaching Russian as a foreign language (RFL) to Korean students, as well as an algorithm for working with Russian paremias in RFL classes with Korean students at the A2–B1 level: from selecting proverbs and sayings for study to developing stable receptive and productive skills for their free use in speech activity. Russian paremias possess high pedagogical, cultural, and communicative potential, yet in teaching practice they are applied irregularly and sporadically. The author emphasizes the relevance of systematically including proverbs in the educational process in order to foster students’ linguocultural competence, activate speech skills, and expand their vocabulary. The purpose of this study is to propose an effective nationally oriented algorithm for teaching Korean students how to use Russian proverbs and sayings in communication. The study identifies difficulties that Korean students face in mastering paremias: cross-linguistic interference, archaic vocabulary, cultural differences, and the psychological characteristics of learners. To overcome these, a nationally oriented approach is proposed, considering the peculiarities of the Korean language, educational traditions, and students’ mentality. An algorithm for conducting lessons is developed, including introductory, main, and concluding stages, as well as a system of exercises on phonetics, vocabulary, grammar, and cultural studies. Using the theme “Family” as an example, the author demonstrates the selection of paremias based on criteria such as thematic relevance, communicative value, stylistic appropriateness, cultural significance, and didactic accessibility. Methods of semantization of proverbs are shown (interpretation, cultural commentary, finding analogues in Korean, etc.), along with examples of various exercises: phonetic drills, tasks on word forms, work with synonyms, antonyms, and homonyms, constructing dialogues and texts, and more. The proposed lesson scenario combines work with audio- and video materials, reading and discussing a text, carrying out pre-text, while-text, and post-text tasks, and creative exercises. The importance of paremias is emphasized as a means of fostering respect for the cultural traditions of the target language, developing imagination, memory, and communicative skills among Korean students. In conclusion, it is noted that paremias should not be the only linguistic material in RFL lessons, but their systematic inclusion helps increase motivation, make learning more culturally rich, and ensure a communicative orientation. The study has both theoretical and practical value for RFL teachers working with Korean audiences.