Abstract: The subject of this research is the analysis of specificities of teaching the discipline “Russian language and culture of speech” in the agrarian university. The main task becomes the framing of this discipline for one or another university specialization, development of curriculum that considers the specificity of various directions of professional education. After completing the course “Russian language and culture of speech”, a student must obtain the basic knowledge on speech communication, methods of organization of the effective verbal communication in the modern language space. The article analyzes the traditional forms of teaching, as well as the interactive methods: role games, project activity, collaborative learning. The main conclusion consists in the fact that studying the discipline “Russian language and culture of speech” in the agrarian university is an essential stage for preparing a modern specialist. In order to make the educational process bright, entertaining and informal it is necessary to implement alongside the traditional activities the elements of game technologies.

Keywords: project activity, role play, traditional forms of work, teaching methods, teaching of discipline, culture of speech, russian language, training in cooperation, discussion, lecture

References:
Voronov Yu.S., Lyubeznova N.V. Rossiyskoe Akademicheskoe krasnorechie. Saratov, 2016. 85 s.
Lyubeznova N.V. Ispol'zovanie tekhnologii world cafe na zanyatiyakh po russkomu yazyku kak inostrannomu// Dinamika yazykovykh i kul'turnykh protsessov v sovremennoy Rossii. Sankt-Peterburg, 2014. S.98-101.
Sadilov I.V. Igrovaya deyatel'nost' pri izuchenii yazykovykh norm na zanyatiyakh po russkomu yazyku i kul'ture rechi // Agrarnaya nauka v XXI veke: problemy i perspektivy sbornik statey Vserossiyskoy nauchno-prakticheskoy konferentsii. Saratov, 2017. S. 270-271.

Abstract:  
Primary education is the period when a student masters the aloud and silent reading. The skill of silent reading proceeds much quicker, because a reader is able to retain more information, comprehension of which can be better without sounding out than in reading aloud (L. S. Vygotsky, M.F. Gnezdilov, M. R. Lvov, T. G. Ramzaeva, N. N. Svetlovskaya). Therefore, the silent reading is socially significant (M. I. Omorokova, L. S. Vygotsky). The article provides the results of study of the silent reading among students in their native (Russia) and foreign languages. The subject of this research is the specificity of formation of the technical and semantic aspects of silent reading in Russian and German languages among the students of primary school; 48 students participated in experimental case study; the experience of reading in Russian language was the same as in German, and comprised three years. The research allowed determining the common factors of formation of the silent reading skill in native and foreign languages, close connection between the technical and semantic aspect of silent reading in Russian language, and lack of such correlation in reading in the foreign language. The demonstrated by the students results of silent reading in the native language are noticeable higher (despite the absence of target teaching of silent reading in both, native and foreign languages); it can be explained by the fact that in early and preschool age they were listening to the adult reading in native language, and since the beginning of school practiced reading aloud on their own.
 

Keywords: factors of formation of reading skill, experience of silent reading, dyslexia, reading in foreign language, reading in native language, interrelation parameter of reading, semantic aspect of reading, technical aspect of reading, silent reading, mixed form of dyslexia

References:
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Grigorenko E.L. The first candidate gene for Dyslexia. PNAS 100. -2003. - 11190-2.
Omorokova M.I. Sovershenstvovanie chteniya mladshikh shkol'nikov: Metodicheskoe posobie dlya uchitelya. M.: Prosveshchenie. - 2001. - 160 s.
Omorokova M.I. Chtenie v nachal'nykh klassakh: Metodicheskoe posobie. Tula: OOO Izd-vo «Rodnichok»; M.: «Izd-vo Astrel'»: OOO «Izd-vo AST». - 2003. -124 s.
Brambati S.M. Neuropsychological deficits and neural dysfunction in familial dyslexia // Brain Research. -2006.- V. 1.- P. 174-185.
Neyropsikhologicheskaya diagnostika, obsledovanie pis'ma i chteniya mladshikh shkol'nikov / Pod red. T.V.Akhutinoy i O.B. Inshakovoy. M.: Tvorcheskiy tsentr Sfera. V. Sekachev.- 2008.- S. 128.
Mayorova Yu.A. Kompleksnaya metodika formirovaniya molchalivogo chteniya u shkol'nikov s disleksiey, obuchayushchikhsya na nachal'