The system of foreign language teaching at the master`s level in Russia

Abstract

Russian higher educational establishments are at the final stage of transition from the 5-year programs developed in the
Soviet Union to the multi-level structure based on Bologna standards. The shift caused debate and misunderstanding which
have not completely disappeared yet. This research aims to comprehensively analyze and describe the system of foreign
language teaching at the second level of higher education. The selected representative sample constitutes universities for the
humanities. Examining the problem the authors were guided by a set of methods, including the study of standard-setting and
methodological documents, analysis of scientific works on foreign language teaching methodology at the theoretical level,
and a comparative analysis of syllabi, textbooks and other teaching materials on English for Master`s programs, students`
activities at the empirical level. The study reveals the parameters that need to be analyzed to characterize the system of
foreign language teaching in the 2-nd cycle of higher education. It discloses the objectives of the Master`s Graduate
Programs, the forms of teaching and learning (including autonomous, extracurricular work), content, methods of teaching,
control and assessment, requirements for the admission, teacher training and the students' foreign language competences.
In conclusion the authors prove that Russia drives the motivation for continuous improvement of foreign language teaching
in Master`s programs, seeking of an optimal balance between its developed traditions and the principles of Bologna reforms.
Keywords: Foreign language teaching, Master`s Program, foreign language communicative competence.