Techniques of brainstorming in teaching Tatar as a nonnative language (exemplified by a comparative analysis of foreign language teaching techniques)

The article explores the possibilities of applying the brainstorming method in teaching Tatar as a nonnative language. It provides a detailed analysis of how this interactive technique can be effectively adapted to the linguistic and structural characteristics of the Tatar language. The study emphasizes the importance of integrating brainstorming into the system of the communicative-oriented language teaching where students’ active participation and creative thinking serve as key factors in mastering linguistic and speech competencies. Particular attention is given to the comparative analysis of the brainstorming method with similar practices used in teaching foreign languages, which allows identifying universal and culturally specific methodological tools. The research highlights a number of techniques aimed at stimulating students’ cognitive activity, enhancing their motivation, and fostering initiative in speech production. Specific methodological recommendations are proposed regarding the organization of brainstorming sessions, the selection of linguistic material, and the step-by-step inclusion of creative tasks into the lesson structure. Various modifications of the method are discussed in relation to the agglutinative nature of the Tatar language, the sociolinguistic conditions of its functioning, and the diversity of learners’ linguistic backgrounds. Overall, the article substantiates the potential of the brainstorming method as an innovative and effective means for developing communicative competence and supporting intercultural understanding in the process of teaching Tatar as a non-native language. 

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