Methodological model for developing Russian language competence in music education students

Abstract

This article highlights the scientific and methodological foundations and a methodological model for developing Russian language competence among students majoring in “Music Education.” The relevance of the study is determined by the need for future music teachers to effectively use the Russian language in academic and professional activities, to understand and express musical-pedagogical content in Russian, and to engage in independent speech activity across various communicative situations. The article analyzes the content and structural components of Russian language competence, as well as the pedagogical and methodological factors influencing its development. A methodological model for developing Russian language competence is proposed, based on the integration of communicative, competency-based, activity-based, and professionally- oriented approaches. The model encompasses target, content, procedural, and evaluative-resultative components. Its implementation is achieved through systematically staged communicative tasks, musical-pedagogical situations, exercises for developing dialogic and monologic speech, role-plays, problem-based situations, and independent work. The proposed methodological model contributes to reinforcing students’ knowledge of the Russian language, developing speech skills, and expanding opportunities for the practical application of language competence in educational and professional settings.