DOI: 
http://dx.doi.org/10.15293/1813-4718.2404.04
UDC: 
378.147
Karantyshch Galina Vladimirovna
Доктор биологических наук, Dr. Sci. (Biolog.), Assoc. Prof., Head. Department of Correctional Pedagogy, Southern Federal University, gvkarantysh@sfedu.ru, Rostov-on-Don
Guterman Larisa Alexandrovna
Кандидат биологических наук, Director of the Resource Educational and Methodological Center for Training Persons with Disabilities and Persons with Disabilities, Associate Professor of the Department of Inclusive Education and Social-Pedagogical Rehabilitation, Southern Federal University, laguterman@sfedu.ru, Rostov-on-Don
Martinez Polanco Tatyane
master’s student of the Academy of Psychology and Pedagogy, Southern Federal University, martinespo@sfedu.ru, Rostov-on-Don

Application of Speech Therapy Techniques in Teaching Russian language to Spanish-speaking Students

Abstract: 
Currently, there is an increase in Spanish-speaking students studying at Russian universities. Therefore, the problem of developing approaches, methods and means to minimize the difficulties associated with the adaptation of foreign speakers to learning remains relevant. However, issues related to the use of speech therapy techniques for teaching Russian as a foreign language remain insufficiently studied. The purpose of the study is to study the effectiveness of using speech therapy techniques to teach Russian as a foreign language to Spanish-speaking students. The article describes the practice of using speech therapy techniques when Spanish-speaking students study Russian as a foreign language, as well as the influence of this approach to teaching the Russian language on the indicators of psychological adaptation of these students. Research methods. Fifty-three Spanish-speaking first-year undergraduate students participated in the study. The students were interviewed, during which they found out their level of Russian language proficiency, as well as what difficulties they encountered while studying. During speech therapy diagnostics using the methods of T. F. Fotekova and T. V. Akhutina studied the state of the pronunciation side of speech; To study psychological adaptation, we used the scale for assessing the level of reactive and personal anxiety by Ch. D. Spielberg, Yu. L. Hanina. To correct speech pronunciation disorders, speech therapy work was carried out using the principles of universal design when building a university education system. Research results. During the diagnostics, specific auditory-pronunciation difficulties were identified among Spanish-speaking students, which negatively affected their communication with classmates and teachers and psychological adaptation. After speech therapy work, Spanish-speaking students showed an improvement in the sound pronunciation aspect of speech, foreign language phonemic hearing and rhythm and intonation design of phrases. A decrease in the level of situational anxiety was also observed. Conclusion. Speech therapy work at the stage of adaptation of Spanish-speaking students to study at a university helps to reduce auditory-pronunciation difficulties, situational anxiety, and reduce manifestations of maladjustment.
Keywords: 
Spanish-speaking students; speech therapy techniques when teaching Russian as a foreign language; psychological adaptation
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