Volume 02 Issue 03-2022 1 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 04     Pages: 01-07 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

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ABSTRACT 

This article discusses application of innovative technologies in teaching the Russian language and literature. The 

principle of application is simple: in the center of the sheet or board, a keyword is indicated that reflects the main 

topic of the text material, words and phrases are placed around, expressing ideas, key points suitable for this topic, 

which are connected by lines with the main concept, thus establishing new logical connections. Thus, a structure is 

obtained that graphically reflects our thoughts, determines the information field of this topic. So, one of the 

advantages of using innovative learning technologies is that they are easily adapted and transferred to various 

educational conditions. 

KEYWORDS 

Knowledge, understanding, application, analysis, synthesis, evaluation, innovative technologies, Russian language, 

Russian literature, board, keyword, main topic, text material, words, phrases, expressing ideas, key points, main 

concept. 

  

INTRODUCTION 

In the rapidly changing language policy of the state, 

one of the most important places in the educational 

space is the need to use innovative approach to 

teaching foreign languages. 

In connection with the annually increasing flow of 

foreign students in all universities, it seems relevant 

and promising to develop innovative technologies and 

their active use in teaching Russian as a foreign 

language. The very concept of “innovation” first 

  Research Article 

 

APPLICATION OF INNOVATIVE TECHNOLOGIES IN TEACHING THE 

RUSSIAN LANGUAGE AND LITERATURE 
 

Submission Date: April 05, 2022, Accepted Date:  April 08, 2022,  

Published Date: April 12, 2022  

Crossref doi: https://doi.org/10.37547/ajps/Volume02Issue04-01 

 

 

Sevinch R. Khazipova 
Student, Faculty Of Philology, Gulistan State University, Uzbekistan 

Journal Website: 

https://theusajournals.

com/index.php/ajps 

Copyright: Original 

content from this work 

may be used under the 

terms of the creative 

commons attributes 

4.0 licence. 

 

https://theusajournals.com
https://doi.org/10.37547/ajps/Volume02Issue04-01


Volume 02 Issue 03-2022 2 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 04     Pages: 01-07 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

appeared in scientific research in the 19th century, but 

it received a detailed understanding at the beginning 

of the 20th century in scientific research. the works of 

the Austrian and American economist Schumpeter J. 

as a result of the analysis of “innovative 

combinations”, changes in the development of 

economic systems. Since this term was first 

introduced into scientific use in economics, 

“innovation” did not mean any innovation or 

innovation, but only one that seriously increases the 

efficiency of the current system. An innovative 

approach to learning is, of course, a multidimensional 

phenomenon, which was studied at different times by 

scientists who made a significant contribution to the 

development of pedagogical innovation: Klarin M.V., 

Zagvyazinsky V.I., Polyakov S.D., Polonsky V.M., 

Yusufbekova N.R.  

THE MAIN FINDINGS AND RESULTS 

Innovative technologies make it possible to realize 

one of the main goals of teaching Russian as a foreign 

language - to give an opportunity to move from 

studying the practical course of the Russian language 

as a system-structural education to studying it as 

means of communication and thinking, and transfer 

educational and cognitive activity to productive and 

creative level. In this regard, the use of pedagogical 

innovations is aimed at developing the student's 

abilities for self-improvement, for independent 

orientation in the information received and the search 

for solutions to problematic issues, for independent 

language activity in new situations. Significant 

emphasis is placed on activation of independent work 

of students, which is manifested both in the planning 

of the modern educational process and in the 

preparation of relevant documentation, such as 

Curricula, Basic Educational Programs and Work 

Programs of disciplines. Thus, currently independent 

work students (SIW) is considered as an equal form of 

educational activity, along with practical exercises and 

lectures, capable of providing high-quality training of 

a specialist. 

At the same time, the question of finding effective 

ways to organize IWS for teaching Russian as a 

foreign language, which requires the inclusion of 

modern innovative technologies in the educational 

process, is acute. Given the signs innovations, which 

are always: novelty, demand, feasibility, the presence 

of a sustainable beneficial effect; we will analyze the 

methods and technologies of innovative learning, as 

well as specific techniques used in the RFL classes. 

At the current stage of the research, different 

methods of innovative learning are distinguished, for 

example, such as: modular learning, electronic-

interactive learning, problem-based learning, distance 

learning, exploratory information learning, project 

method, etc. Russian as a foreign language teachers 

use these teaching methods to varying degrees, 

sometimes not separating one from the other, but 

rather varying them among themselves and 

successfully integrating them into the thematic 

context. So, one of the advantages of using 

innovative learning technologies is that they are easily 

adapted and transferred to various educational 

conditions. 

Consider the essence of the most popular methods of 

innovative learning in teaching foreign languages and 

Russian language: 

Modular training is based on the independent 

achievement of the goals of cognitive activity, on the 

independent selection and use of the necessary 

information in the process of working on a module 

that combines learning goals, educational material 

indicating tasks, recommendations for completing 



Volume 02 Issue 03-2022 3 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 04     Pages: 01-07 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

these tasks. The module is considered as a functional 

unit that combines educational content and methods 

of learning activities to master this content. The 

construction of the module is based on the theory 

phased formation of mental action and the main thing 

is the correct structuring of students’ activities: 

perception, understanding, comprehension, 

memorization, application, generalization, 

systematization. When conducting a modular lesson, 

it is necessary that each student understands the 

purpose of the lesson, what needs to be studied and 

what to focus on. The role of the teacher in modular 

learning comes down to managing the work of 

students: to motivate, organize, advise and supervise. 

With such an organization of work, the teacher has 

the opportunity to communicate with almost every 

student, using a differentiated and student-oriented 

approach. This method of teaching allows you to 

determine the level of assimilation of new material 

and quickly identify gaps in students’ knowledge. 

Problem-based learning is a system of teaching 

methods and tools based on the modeling of a real 

educational process by creating a problem situation 

and managing the search for a solution to the 

problem. The purpose of such training 

- mastering not only the results of scientific 

knowledge and the system of knowledge, but also the 

very way of obtaining these results, the formation of 

cognitive independence and development creative 

abilities. The organization of problem-based learning 

is based on the principle of search educational and 

cognitive activity of the student. In problem-based 

learning, the activity of the teacher is to systematically 

create problem situations, provide students with 

information and organize their educational and 

cognitive activities in such a way that, based on the 

analysis of the material, students independently draw 

conclusions, generalizations and conclusions. The use 

of elements of problem-based learning has a number 

of special advantages: it stimulates mental abilities 

and prepares competent specialists for life in a 

constantly changing world. 

Electronic-interactive training involves the use of 

modern information network technologies. The 

essence of this method of learning is rather in a 

special form of organization of the educational 

process, in which almost all students are involved in 

the educational process, they have the opportunity to 

discuss and verify the reliability of what they learn and 

what they think. Interactive activity in RFL classes 

involves the organization and development of 

dialogue communication, which leads to interaction, 

mutual understanding, to the joint solution of 

common, but significant tasks for each participant. 

During this training, students learn critically think, 

solve complex problems based on the analysis of 

circumstances and relevant information, weigh 

alternative opinions, make thoughtful decisions, 

participate in discussions, communicate with other 

people. Thus, the process of cross-communication 

takes place. 

— active involvement in communication of each 

student. To do this, individual, pair and group work is 

organized in the lessons, research projects, role-

playing games, work with documents and various 

sources of information, creative work, etc. To ensure 

the implementation of electronic interactive learning, 

multimedia, interactive, mobile, wireless classrooms 

are equipped. One of the advantages of this type of 

training is the acquisition and application of the skills 

of mastering modern technical means and 

technologies for searching and processing 

educational information. Among the means and tools 

of e-learning, as a rule, all interactive resources and 



Volume 02 Issue 03-2022 4 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 04     Pages: 01-07 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

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materials are distinguished, such as: electronic 

libraries and ELS, electronic educational resources of 

disciplines (EER), training courses, chats and video 

chats, e-mail, video conferences, online seminars and 

webinars, sharing software applications, interactive 

posters, etc. The use of electronic programs and 

Internet services in teaching Russian as a foreign 

language has a number of advantages: firstly, the 

possibility of distance learning for foreign students 

who are outside the country of study, and in addition, 

training visual memory, consolidating pronunciation 

and spelling, and the use of productive skills. In the 

context of the global digitalization of educational 

standards, this method of innovative learning is 

becoming an integral part of the modern education 

process. It should be noted that the implementation 

of the listed methods of innovative learning meets the 

principles of accessibility, flexibility and variability of 

use in classes with a foreign-language audience. 

Innovative learning is based on the technology of 

developing critical thinking, that is, the formation of 

creative unconventional thinking, using the latest 

achievements of scientific theory and teaching 

practice. 

The technology for developing critical thinking 

through reading and writing was developed by the 

International Association and the Consortium of the 

Humanist pedagogy, in the last 15 years it has become 

widespread in the systems of general and vocational 

education in 29 countries of the world. The 

methodology for the development of critical thinking 

includes three stages: the first is a challenge; the 

second is comprehension; the third is reflection. 

Consistent passage of all stages allows you to develop 

the ability not only to master the information, but also 

to critically evaluate, comprehend, and apply it. When 

using innovative technologies in teaching Russian as a 

foreign language, the following techniques are 

successfully applied at different stages of the critical 

thinking development methodology: 

• associative series; 

• reference abstract; 

• Insert (interactive writing system for effective 

reading and reflection); 

• brain attack; 

• group discussion; 

• reading with stops and compiling 

clusters; 

• Bloom’s questions; 

• cinquain; 

• interactive lecture; 

• nano-essay; 

• key terms; 

• confused logical chains; 

• didactic game; 

• linguistic maps and cards; 

• linguistic allusion; 

• text research; 

• work with tests; 

• creative and innovative forms of homework. 

Let us consider in more detail the techniques that in 

practice arouse the greatest interest of the foreign-

speaking public studying the Russian language: the 



Volume 02 Issue 03-2022 5 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 04     Pages: 01-07 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

compilation of clusters, nano-essays, cinquain, insert 

and the formulation of answers to Bloom’s questions. 

When organizing work with a new text in RFL classes, 

it seems quite effective to draw up a cluster, which 

means a method of graphic organization of the 

material, which makes it possible to visualize those 

thought processes that occur when immersed in a 

particular topic. The cluster is a reflection of a non-

linear form of thinking and characterized by 

hypertextual linking. The principle of application is 

simple: in the center of the sheet or board, a keyword 

is indicated that reflects the main topic of the text 

material, words and phrases are placed around, 

expressing ideas, key points suitable for this topic, 

which are connected by lines with the main concept, 

thus establishing new logical connections. Thus, a 

structure is obtained that graphically reflects our 

thoughts, determines the information field of this 

topic. 

In order to help students summarize their knowledge 

on the topic studied, we use such a type of written 

task as a nano-essay. For the teacher, this is an 

opportunity to get feedback, usually students are 

offered two points that need to be completed in 5 

minutes, usually at the end of a thematic lesson or 

module: 

1. write briefly two phrases about what students have 

learned on a new topic; 

2. ask one question that the students never got an 

answer to. 

Thus, through simple actions, the processes of 

comprehension and reflection are launched in 

students about the studied material, the barrier of 

formulating possible difficulties and set up a channel 

of mutual communication with the teacher. Also, the 

technique of compiling a syncwine seems to be 

innovative, which allows you to effectively develop 

critical thinking, research abilities of a foreign 

language audience, and activate its creative activity at 

the stage of reflection. Cinquain (from French 

cinquains, English cinquain) is a five-line poetic form 

that arose in the United States at the beginning of the 

20th century under the influence of Japanese poetry. 

Later it began to be used (recently, since 1997, and in 

Russia) for didactic purposes, as an effective method 

for the development of figurative speech, which 

allows you to quickly get the result. Didactic cinquain 

is based on the content and syntactic structure of 

each line. The principle of creation is quite simple and 

accessible to students who begin to learn Russian as a 

foreign language.  

The first line - the theme of syncwine, contains one 

word (usually a noun or pronoun), which denotes the 

object or subject that will be discussed.  

The second line is two words (most often adjectives 

or participles), they describe the features and 

properties of the object or object selected in the 

syncwine.  

The third line is formed by three verbs or gerunds, 

describing the actions of the object.  

The fourth line is a four-word phrase expressing the 

personal attitude of the author of the syncwine to the 

described subject or object, it can be either a quote or 

a proverb on the topic.  

The fifth line is one summary word that characterizes 

the essence of the subject or object.  

This technique allows you to synthesize information, 

enrich vocabulary, formulate the main idea of what 

you have read and prepare a brief retelling of the text 

fragment. 



Volume 02 Issue 03-2022 6 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 04     Pages: 01-07 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

As a result, the designations are counted and entered 

into a table, after which there is a discussion and 

analysis of what is already clear and what needs to be 

repeated or clarified. This technique involves an 

independent analysis of information, interactive 

discussion and comparison of the material.  

In the final work with the text, it is advisable to 

introduce the method of Bloom’s questions, which is 

based on the method created by the famous 

American psychologist and educator Benjamin Bloom 

taxonomy of learning objectives by levels of cognitive 

activity: knowledge, understanding, application, 

analysis, synthesis and evaluation. The experience of 

using this technique in practice shows that students, 

starting from the first language level, understand the 

meaning of all types of questions, that is, they can 

give their own examples and formulate answers. This 

technique can be implemented in different forms, 

both Bloom’s cube and Bloom’s chamomile are used 

in this way. There is only one principle - the 

formulation of questions with six settings: name why, 

explain, suggest, invent, share. Practice shows that 

the reception motivates students to work actively, 

helps develop critical thinking skills and, in an 

entertaining way, control the level of formation of 

communicative competencies.  

A variety of innovative methods and techniques 

shows that these tools can be used at all stages of the 

educational process, allow students to offer dozens of 

types of learning activities, and help organize 

students’ independent work in a new way. Of course, 

innovative teaching of Russian as a foreign language 

does not exclude the use of classical traditional 

technologies, but, according to the true interpretation 

of the initial definition of “innovation”, is designed to 

effectively complement them by increase the 

motivation of students and significantly intensify the 

process of mastering the Russian language. 

Thus, the productivity of the developed approach is 

manifested in the ongoing interest in the subject and 

the ability to satisfy it in the conditions of learning 

according to the search-technological model, and the 

effectiveness of the methodology, supported by 

stable positive results of language, speech, spelling 

development, has been proven not only by the 

improvement of educational indicators by all students 

of the EC, but and the growth of their creative 

position (development of a sense of the new, 

sensitivity to linguistic problems, sensitivity to 

contradictions, connection of the seemingly 

unconnected, the need for creativity, etc.). 

CONCLUSION 

The analysis of the results obtained, reflecting the 

implementation of the project of innovative study of 

the Russian language as a condition for the formation 

of educational motivation and the assimilation of 

knowledge simultaneously with general educational, 

general language, speech, spelling and innovative 

skills, allows us to conclude that such an organization 

of the educational and cognitive process changes not 

only the style of communication, the type of thinking 

and teaching methodology; the attitude of 

adolescents to the subject “Russian language” and 

the Russian language is changing, and they 

themselves are changing: positive motivation is 

growing, independence in speech and thinking 

activity, cognitive interests are strengthening, which 

is manifested in the desire and ability to learn and has 

a positive effect on important personality traits - 

observation, self-esteem, self-regulation. 

REFERENCES 



Volume 02 Issue 03-2022 7 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 04     Pages: 01-07 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

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