Bu makale, yabancı dil olarak Rusça öğrenen yabancı uyruklu öğrencilere, ulusal kültürel öğelerle konuşmanın sözcük boyutunu öğretmek amacıyla sınıfta görsel ve işitsel yardımcıların kullanım sorunlarına ayrılmıştır. Araştırma, sesli ve görsel yardımlar kullanarak filoloji öğrencilerine Rusça kelime öğretiminin metodik ilkelerini belirtmekte, ulusal öğelerle donatılmış sözlüklerle çalışma yöntemlerini incelemektedir. versiyonlarının temelinde, genel Rus dili kelime hazinesinin önerilen yöntemlerini ve spesifik ulusal kültürel bileşenlerini tam olarak açıklamakta ve desteklemektedir. Makalede Rus dili öğretimi için görselleştirilmiş Rus folklor masallarını kullanan yabancı uyruklu filoloji öğrencilerine ulusal kültürel öğelerle Rusçayı öğretmek, dilsel ve metodolojik bir sistem olarak açıklanmaktadır. Yazarlar, öğrencilerin kelime hazinesini geliştirmeye yönelik özgün bir yöntem, alıştırma ve ödev sistemi önermektedir. Makalede, Rusça kelime hazinesi ile gerekli çalışma yönteminin somatizasyonunun (açıklanmasının) gerekli olduğu ortaya konulmuştur.Makalede milli içeriğe sahip olarak donatılmış, adapte edilmemiş görsel-işitsel materyallerin kullanımı (Rus filmleri ve hikâyeleri) ile yabancı uyruklu filoloji öğrencilerine canlı ve güzel bir formda Rus halk kültürünün elementlerinin gösterimi, Rus folkloru hakkındaki bilgi birikiminin arttırılması ve Rus dili kelime hazinesini genişletmeye yardımcı olan tüm dilsel didaktik eğitim sistemi incelenmektedir. Filoloji eğitimi alan yabancı uyruklu öğrenciler geleceğin dilbilimcileri, çevirmenleri, uzmanları, Rus dili öğretmenleri ve toplumla ilişkili olarak gazeteci vb. olacaklardır. Yabancı dil olarak Rusça öğretimi (RKİ) uzmanları, profesyonel iş hayatına hazırlığın gerekli bir bileşeni olarak incelenmektedir. Bu yüzden yabancı uyruklu filologların eğitimleri çok büyük bir önem arz etmektedir

This article is devoted to the problems of using audio and visual aids in class to teach the lexical aspect of speech with national cultural elements to Level II certificate philological foreign students learning Russian as a foreign language. The research specifies the methodical principles of teaching Russian vocabulary to philological students using audio and visual aids; it studies the methods of working on national colored lexis. Authors fully describes and substantiates the proposed methods of teaching general Russian vocabulary as well as its specific national cultural component on the basis of screen versions of Russian fairy tales. Competent approach to Russian language teaching is explained in the article, which is allowing to create a linguistic and methodological system of teaching Russian vocabulary with national cultural elements to foreign philological students using screened Russian folk fairy tails. Authors suggest an original method and system of exercises and assignments aimed at building up and improving students’ vocabulary. It is proved in the article that necessary method of work with national colored Russian lexis is its’ somatization (explaining). The aim this study is to examine the whole linguistic didactic education system that helps showing Russian public culture elements to foreign philology students in a nice and lively way by using unadapted audiovisual materials that are equipped with national contents. And it also aims to examine this system also helps increasing fund of knowledge about Russian folklore and Russian vocabulary. So foreign people who get the philology education future linguists, interpreters, authorities, teacher of Russian and journalists in relation to society. The linguists of Russian as a foreign language, are examined as a necessary part of preparation to professional business life. Therefore, the training of foreign philologists is very important.The activities of foreign national philologist- Russian linguists after their education in Russia means that Russian language, history, culture and literature gain popularity outside of Russia.So foreign people who get the philology education future linguists, interpreters, authorities, teacher of Russian and journalists in relation to society. The linguists of Russian as a foreign language, are examined as a necessary part of preparation to professional business life. For this reason, increasing the ability of using audiovisual materials in the education of foreign national Russian linguists, become an important subject. The identification of the problem Higher vocational education in the Russian Federation is considered to be a qualified method of education in which the student and the teacher have a mutual relationship, leaving the passive methods of teaching the structure of this educational process to active and interactive methods, despite the requirements of the federal state education standard. There is a need of a standard of federal state education and high vocational training, but this education process is presumed as an interactive method and interrelationship between teacher and student. Foreign philologists who don’t care enough about national-cultural words use the reproduction method of education instead of competence based approach in teaching Russian as a foreign language lesson, course books and studies about Russian languages. As the experiments show, examined word units in the related disciplines cause significant difficulties for foreign students in understanding teaching materials and as a result, the unaccountable materials in teaching Russian elicit, in advance, a lack of objective competence that causes a decrease in motivation. The aim of the Study The aim this study is to examine the whole linguistic didactic education system that helps showing Russian public culture elements to foreign philology students in a nice and lively way by using unadapted audiovisual materials that are equipped with national contents. And it also aims to examine this system also helps increasing fund of knowledge about Russian folklore and Russian vocabulary. The Method More than one methods are used in order to realize the aims shown: analytic- descriptive method: study of scientific and scientificmethodological literature according to related research; comparing the studies of different Audiovisual Materials with a technical and didactic view; experimental and empirical method: learning and generalizing the existing teaching experiment by using audiovisual materials. Pedagogical controlling method: equipping the philology students that learn Russian as a foreign language professionally and also having these students gain the lessons of literature, history, linguistics, folklore professionally; survey- diagnosis (diagnostic) method: the survey that diagnosis part is applied interview; imitation (modernization) method: practical, draft lesson method, as a part of video courses about Russian as a foreign language. Formalizing method: The experimental teaching method that is applied with the aim of examining the efficiency of the techniques advised. Statistic method: the method of assessment the experienced methods with the aim of admitting the hypotheses and having the foreign philology students learn new words, linguistic-cultural materials. Components of the vocabulary teaching system that is equipped with national ingredients Using Audiovisual Materials to the foreign philologists: The aims of the System: Strategic system: building the language personality of foreign philologists that have much knowledge about the culture, concept and the importance of Russian language and can recognize both written and oral texts. Practical system: building the language personality of foreign philologists that are ready to comprehend the material facts and to join to educational communication. The educational system: building the social personality of foreign philologists who both know the prestigious culture of Russia and are ready to introduce the historical, literal aspects outside of Russia. Achievement of these goals can be done in a logical order: by synchronizing the school timetable according to philology aspects that enable lots of different philology texts, making general culture studies, and by having students recognize comprehensively Russian linguisticcultural understanding. The principles of the system: The element of the unity of language and culture education; the element of matching the word contents of philology lesson field and education materials on teaching Russian as a foreign language. The content of the system: The study methods and procedures of the movies about the Russian tale are described above. The Terms of the system’s working: using the movies about the Russian tale as an education source in order to support cognitive and educational components; making the devices necessary to study on the movies; the profile of the philology education, mastery level on Russian as a foreign language and the national-psychological characteristics of learners. The Study method of Visualized Russian tales: The Study method of Visualized Russian tales combines the study methods with the video materials and folklore texts. For this reason, this method requires from teacher to analyze the text (specially the vocabulary that contains national-cultural elements) and to have the visual contents of the tales. The methodical system of the folklore text and visualization doesn’t distinguish as a part of the learned lesson (Russian history etc.). It is based on verbal-cultural explanations adapted by teachers on the books that are prepared according to levels of Russian as a foreign language addressing to religious and national identities of the learners. The stages of explaining the folklore text verbally-culturally: 1) identifying the unity of the national-cultural components in the folklore text2) classification of identified components according to subjects (heroes, anti-heroes, geographic names, objects, idioms etc.) and lexical features (proper nouns, epithets, comparings, the startings and the endings of the text) 3) Making the verbal-cultural explanations belonging to identified units (at this stage it is necessary to use the dictionary of the country’s linguistics and verbal-cultural words in accordance with the aims.) 4) the translation that make an explanation to interlanguage used in the class (there appears one of the technics of semantic progress and management) Semantic progress appears to be one of the important methods in the process of study on verbal-cultural components and vocabulary; explanation of the concepts and facts that missing on students’ own mother language or contain national associations (language unit containing national-cultural components) The study of methodical units containing National – cultural components means that the translations of these components, written explanations, the teacher’s oral explanations and audiovisual presentations are done. The word units that are chosen correctly according to a folklore text and the lingual-cultural explanations for these units cause some basic problems bringing out when the learners study with visual materials. The lingual-didactic education system that are adapted with national contents for foreign philologists and are used as Russian tale movies on the lessons, can be explained with the algorithm given below