Increasing demand for multilingual, transcultural, inclusiveand transformative foreign and second language (L2) education forces us to rethink the use of different activities, involving students’ ...mother tongue (L1) in L2 classrooms, including activities based on Contrastive Analysis. This article introduces a foreign accent modeling activity based on learner-led phonetological (phonetic-phonological) contrastive analysis integrated into task-based L2 pedagogy as an instructional strategy to reinforce learners’ phonological awareness and increase their self-esteem as bilingual persons by capitalizing on their expertise in L1 and L2. We present theoretical, pedagogical and linguistic rationales of the accent modeling activity, and discuss its design and implementation, based on the example of teaching Russian to French-speaking learners at low levels of proficiency. We close with a discussion of the foreign accent modeling activity as an example of L1-as-pedagogy, which reviews the principles of contrastive teachingin the light of approaches to bilingual L2 learner’s and teacher’s identityfrom poststructuralist applied linguistics
The the article proves the crucial role of principles of comparative/contrastive teaching Russian. The author proves that Russian methodologists understand the need to take into consideration ...students' mother tongue when teaching Russian as a foreign language. The article contains general characteristics of Swahili and comparative analysis of Russian and Swahili lexical and grammatical systems as the basis for the system of teaching Russian as a foreign language.
El artículo demuestra que el principio principal de la enseñanza del idioma ruso son los principios
del aprendizaje comparativo / contrastivo. Se demuestra que la escuela metodológica rusa
proviene de la necesidad de tener en cuenta el idioma nativo al enseñar un idioma extranjero. Se
proporciona una característica general del idioma suajili. Se realiza un análisis comparativo del
sistema léxico-gramatical del idioma ruso y el idioma suajili como base para construir un sistema
de enseñanza de la lengua rusa como idioma extranjero.
