The System of Monitoring Language Competence in the Tatar Language among Students

The study examines the linguistic and methodical features of the organization and monitoring of residual knowledge of the mother tongue (Tatar language) among students who have mastered the basic general educational program, examines tasks for schools with the Russian language of instruction. The relevance of this topic is due to the need to generalize pedagogical experience to improve the quality of instruction in the native (Tatar) language and determine forms and methods of work for the further development of students' language abilities. The article discusses the goals, objectives and the main content of monitoring knowledge of the Tatar language among Russian-speaking students. It also provides an analysis of the types of tasks aimed at identifying students' level of listening, reading and writing skills, as well as linguistic competence (lexical and grammatical skills). The main problems associated with the introduction of test technology in the school’s practice of monitoring and evaluating the results of educational activities of students in the Tatar language are associated with improving the objectivity and quality of control and measuring materials.  The article is the first experience in covering the test technology of control in the Tatar language, which allows to give a comparable assessment of the linguistic achievements of students in secondary schools.  Such studies will contribute to the activation of test forms of diagnosis of communicative abilities of students in accordance with international language competencies, the dissemination of positive experience in this area.