Keyword: «russian as a foreign language»

The article describes innovative technologies used in the training of foreign military personnel. The advantages of these technologies aimed at stimulating the independence of students in the process of studying the Russian as a foreign language language are considered.

The development of academic mobility, the desire for internationalization of universities leads to an increase in the number of foreign students throughout Russia. However, in some regions, when teaching Russian as a foreign language, textbooks published in the central cities of Russia (Moscow, St. Petersburg) are used, and they do not reflect the realities of the country's regions. Nevertheless, practical work shows that learning in isolation from the reality surrounding the foreigner does not contribute to successful adaptation and the formation of communicative competence. In this regard, teachers of Russian as a foreign language in Russian regions build training taking into account the regional component. The concept of "regional component" in the domestic pedagogical system was associated with educational standards. Despite the fact that the regional component was canceled in the Federal State Educational Standard, this concept is still used in the scientific everyday life of researchers. In addition, the regional component as a term is not recorded in modern specialized dictionaries. The purpose of this article is to clarify the concept of "regional component" from the point of view of teaching foreign languages in general and Russian as a foreign language in particular. The work is based on the analysis of scientific and methodological research of Russian and foreign scientists. The results of the research are expressed in the author's proposed definition of the concept of "regional component" from the position of teaching foreign languages and in the designation of its tasks. We define the regional component as a sum of knowledge that reflects the cultural, ethnic, historical, natural, and economic characteristics of a particular region. In our understanding, the inclusion of a regional component in the content of teaching Russian as a foreign language should solve the following tasks: formation of the communicative competence of foreign students; help foreigners learn the realities of the region of residence, which contributes to the activation of socio-cultural and linguo-cultural adaptation; formation of the speech culture of a foreign student, taking into account the linguistic situation of the region of residence; increasing educational motivation for learning the Russian language; development of intercultural competence for successful intercultural communication. The research results can be included in specialized dictionaries on the theory and methodology of teaching foreign languages and applied in the practice of teaching Russian as a foreign language in Russian regions.

The article is devoted to the peculiarities of studying the theme of «Motion Verbs» in a foreign audience. Motion verbs are the core of the concept of . The concept includes concepts of different levels: , , , , etc. The hierarchy of concepts serves as a vector in choosing the strategy of forming the educational process – studying the theme of «Motion Verbs». The concept system (the concept ) makes it possible to predict the stages of the process of forming communicative skills – the use of movement verbs in communication. The verbs of the movement are relevant in sociocultural, professional, educational, scientific and everyday spheres. The theme of «Motion Verbs» is important for the formation of language competence of Russian learners of as a foreign language.

The main goal of teaching Russian as a foreign language is to master communicative competence. The article considers the possibility of using different types of infographics in the process of teaching foreign students of the preparatory department the Russian language in order to achieve the goal.

The article considers the study of Russian folk tales in the Chinese audience. Russian Russian fairy tales allow students to get acquainted with the realities of Russian reality, folk life, and the peculiarities of the Russian character. The lesson on the development of oral coherent speech of Chinese students who speak Russian at the B1 level is presented.The adapted text of the fairy tale "Porridge from an axe" is developed, the translation of new words into Chinese is given, questions and tasks are offered. The result of this work is the expansion of the lexical stock, the improvement of the retelling skills, the formation of the cultural competence of foreign students.