Methodology of Teaching Russian as a Foreign Language to North Korean Students: A Review of Modern Approaches

The subject of the study is the methodology of teaching Russian as a foreign language (RFL) to North Korean learners in the context of the educational model of the DPRK. The paper provides a brief overview of research on the characteristics of the learning process, the sociocultural and ideological context, interference from the mother language, and typical errors that arise among Korean students. The study aims to identify effective methodological solutions and optimal didactic models suitable for developing an adapted RFL course for schoolchildren and students from the DPRK. The main focus is on a comparative analysis of four teaching materials: a school textbook published in Pyongyang; a communicative South Korean course; a phonetics correction manual by O. Korotkova; and a preparatory course by G. Usacheva and T. Shustikova. Their structure, goals, lexical-grammatical and cultural content, methods of material presentation, and the type of learning activities that each published material targets are analyzed. Content analysis, comparative and functional-semantic approaches, as well as a linguodidactic description of potential difficulties in teaching Korean students are used as the methodological basis. The scientific novelty of the research lies in identifying and comparing methodological approaches to teaching the Russian language to Korean students, including within the context of the ideologically oriented education system of the DPRK. As a result of the analysis, it was determined that the grammatical systematics and step-by-step presentation of material in the North Korean textbook can be preserved as a foundation but must be supplemented by means of communicative teaching, as implemented in the South Korean material, and by elements of phonetic and grammatical preparation, as in the courses by O. Korotkova and G. Usacheva – T. Shustikova. As specific pedagogical solutions, the following are proposed: the inclusion of intonation models and articulatory gymnastics at the initial stage; the use of situational dialogues relying on visual and cultural contexts; and the introduction of translation and comparative tasks considering the typical errors of Korean students. The conclusions of the study are applicable to the design of an integrated modular program for RFL for the DPRK, ensuring phased development of phonetic, grammatical, and communicative competencies.

Russian as a Foreign Language, DPRK, North Korean students, teaching methodology, communicative approach, phonetic correction, propedeutics, language interference, adaptation, sociocultural context