Didactic potential of mobile applications in the practice of teaching Russian as a foreign language

Importance. Over the past ten years, mobile applications for learning a foreign language have gained great popularity and have occupied their niche among other information and communication technologies. In this regard, the task of identifying the didactic potential of mobile applications offering the study of the Russian language as a foreign language is relevant.Materials and Methods. The research material is the content of mobile applications for learning Russian as a foreign language. The following methods are used during the study: directional sampling method, descriptive-analytical, comparative, included observation method, systematization, classification, modeling.Results and Discussion. The work presents the results of an analysis of 6 mobile applications designed to study the Russian as a foreign language, the advantages and disadvantages of each of the applications are identified, their specialization is determined. When assessing the didactic potential of mobile applications in the practice of studying the Russian as a foreign language, we use the following criteria: structured training, tasks diversity and quality, the presence of elements of individualization and differentiation, and a number of others.Conclusion. Each of the considered applications is designed to solve certain didactic problems: Memrise and FunEasyLearn – to increase lexical stock; Duolingo – for working out grammatical constructions; Lingualeo – for working with authentic texts; Busuu – for communicating with a native speaker and developing writing and speaking skills; Kalinka – for detailed study and practice of grammar of the Russian language.

Russian as a foreign, mobile applications, mobile learning, mobile technologies, remote technologies, innovative technologies