Keyword: «russian as a foreign language»

Every year the number of foreign students studying in higher educational institutions of the Russian Federation has been growing. The criteria for evaluating the work of a higher education institution during its certification include four types of activities: educational, international, scientific and financial. Since the quality of foreign students' education directly depends on their level of the Russian language proficiency, the problem of the comprehensive teaching them Russian language as a foreign one is of particular importance. The article focuses on the psychological aspect of the language use in the processes of individual speech activity and speech communication, forms of the language use for communication, some aspects of speech perception, characteristics and properties of the language personality. The purpose of the study is to improve the efficiency of teaching Russian as a foreign language for University entrants at the preparatory courses. Research methods included: ascertaining and forming experiments; methods of qualitative and quantitative analysis of the obtained data. The main result of the work is conducting research on a complex ratio of the Russian language and psychology to create innovative integrative systems of teaching the Russian language for university entrants at the preparatory courses, which intensifies the process of scientific research and the practical implementation of scientific results. The theoretical significance of the work is in developing an effectiveness model of teaching Russian as a foreign language for university entrants at the preparatory courses; practical significance lies in the use of theoretical aspects of the research in the development of foreign students’ speech (skills in working with language material for interpersonal communication; communication skills; logical, critical, symbolic, figurative, subject thinking skills) in the process of teaching the Russian language at Russian universities.

The purpose of the work is to inform teachers of the Russian language as a foreign language with the specifics of the everyday communication sphere of foreign military personnel - cadets studying in Russian universities. An actual direction in the communicative method of teaching foreign languages is the studying of communication areas and the creation of teaching materials, according to the specifics of the studied area. Identifying the specifics of the students ’communication sphere - the most typical situations and language, as well as taking into account their communicative needs, makes learning more motivated and effective. The article is devoted to the description of the everyday sphere of communication of foreign military personnel – cadets studying in Russian universities. Cadets studying Russian as a foreign language, unlike civilian students, in parallel with the educational process, serve and carry out daily military duties, which requires them to know a slightly different language material. Research methods: content analysis of the text of the Charter of the internal service of the Armed Forces of the Russian Federation; monitoring the process of everyday communication within the framework of a military educational institution; questioning of cadets and officers of several higher military educational institutions. The everyday communication situations that took place between foreign cadets, officers and employees of the university, native Russian speakers were used as the material of the study. The study resulted in systematization of everyday communication situations and identification of those that caused the greatest difficulties for foreign military personnel. The identified situations may be combined into topic groups and used in classes on the Russian language as a foreign language in military universities. The theoretical results of the study are of interest to teachers working in military universities, practical results may be used for working out methodological materials for the formation of professionally oriented communicative competence of foreign military personnel.

The article discusses the features of teaching speaking at the initial stage of learning Russian as a foreign language.

The study is aimed at highlighting the issue of interaction between a teacher and foreign students in the process of forming the readiness of foreign students for intercultural cooperation, which is especially important in the multicultural educational environment of a university. In addition, experience of intercultural cooperation in terms of multi-dialogue of cultures is important for future specialists to realize their professional potential. The aim of the study is a theoretical and practical justification of the need for pedagogical support for the formation of foreign students' readiness for intercultural cooperation when teaching Russian as a foreign language. Theoretical methods were used for the work (study and analysis of pedagogical, methodological literature, materials and publications in the pedagogical and journalistic press on research issues, as well as concretization, analogy and analysis of the pedagogical experience of universities). The results of the study reflect the principles of organizing pedagogical support for the formation of foreign students' readiness for intercultural collaboration; expand the understanding of the specialized content of foreign students’ education; show that it is important to show the value significance of the intercultural education for the development of a foreign student’s personality and his/her formation as a future specialist, therefore, the teacher needs to ensure that foreign students understand the intercultural character of education by determining of the intercultural situation when learning the profession, and reflection on the concepts of socio-cultural activity, knowledge of the content of intercultural education and methods of enhancing socio-cultural work. The theoretical significance of the study lies in the fact that its results complement the theory and methodology of teaching Russian as a foreign language in the aspect of preparing foreign students for intercultural cooperation. The practical significance of the research lies in the development of alternative means of teaching Russian as a foreign language in terms of preparing foreign students for intercultural cooperation in the system of higher professional education, taking into account the author's interpretation of the research concept and the variability of methodological techniques. As a result, in the process of teaching Russian as a foreign language using the means of social and cultural cooperation, the personality of a foreign student is transformed and acquires variable abilities through the implementation of intercultural activity methods.

The article presents arguments for the convenience of using a mobile app for learning Russian as a foreign language as a tool for independent speech development. It also lists methods, exercises, and tasks that you can add when creating your own app. Weaknesses and advantages of the author's idea are considered. Existing applications are listed.