Keyword: «russian as a foreign language»

The article examines the peculiarities of teaching Russian phraseology of Chinese students. It is emphasized that the teaching of the phraseology of the Russian language is impossible without systematic planned work. The scientific novelty of the research is the formulation and solution of an important issue of the theory of methodology: the creation of an effective system when working with phraseological units at different stages of teaching the Russian language.

The article represents a role of intercultural communication in teaching of Russian as a foreign language. A problem of choice the future profession at the time when they study on language courses

The article is devoted to the problem of formation of basic vocabulary for foreign artillery men. The article discusses the basic principles of creating and filling lexical minimum. Particular attention is paid to the role of special vocabulary in teaching Russian as a foreign language. The novelty of the work is determined by the development of criteria for the selection of lexical material and the formation of basic vocabulary for foreign troops.

The article describes the features of pre-University training and practical experience of foreign military service, arriving to study in Russian military universities. The author draws attention to the differences in the content of the national system of education of the student and the conditions of the educational process of the Russian Military University. The characteristic features of the age of cadets and students influencing the success of mastering the Russian language and professional knowledge are noted. Special attention is paid to the role of the teacher of Russian as a foreign language at the initial stage of training.

This article describes the possibilities of using culture-through-language studies study content at specialty language classes (mathematics) at the stage of pre-university training (elementary level); it considers the types of linguistic and extralinguistic material, as well as ways to include it in the course with various educational purposes. The authors come to the conclusion that using of tasks with a culture-through-language component at specialty language classes not only expands foreigners' ideas about the country of the language being studied, but also contributes to better learning and motivates students' cognitive activity.