ON SOME METHODOLOGICAL PECULIARITIES OF TEACHING AZERBAIJANI IN THE ARMENIAN-SPEAKING CLASSROOM

Abstract

The article is dedicated to the current methodological issues of teaching Azerbaijani in the Armenian-speaking classroom, in general, and the problems that arise during the teaching of the Azerbaijani language as a foreign language in the faculties of different academic backgrounds, in particular. The article talks about the process of creating textbooks that gained momentum in that country after the independence of Azerbaijan, which at the same time aimed to increase the geographical boundaries of the teaching of the Azerbaijani language. Armenia was not left out of this process, where a number of objective-subjective factors contributed to the beginning of the teaching of the Azerbaijani language. The aim of the research is to present the main methods used in teaching Azerbaijani, the means of making the teaching process more accessible and interesting, the approaches, the existing problems and things to do in the field. Separate points refer to the ability to provide didactic-professional teaching materials used in the course, due to which students' motivation to study the language in depth increases. The urgency of the work is that although the subject does not have a long teaching process, we can state that there are already established principles, due to which the teaching of Azerbaijani language is organized quite effectively and purposefully. As a result of the research, it becomes clear that as a Turkic language, there are all the necessary conditions for teaching Azerbaijani, so that the teaching is organized in a systematic, clear manner. At the same time, the problems and things to be faced by the "methodologists" of the teachers are outlined.

Depending on the professional direction of a particular faculty, the teacher uses various teaching methods, as a result of which language teaching becomes more effective, targeted, and interesting. The role of instructional videos is very important in the teaching process, due to which students develop the skills of listening, comprehending and retelling the spoken word. Due to the student-lecturer communication and cooperation, students complete the course having gained both theoretical and practical knowledge, which they apply in their further professional activities.