Mariya Nosova

The relevance of the research is due to the need for a theoretical examination of tandem learning, which, having a long history of practical application, has not yet received proper justification as an integrated pedagogical technology. With the growth of intercultural interaction and the creation of a bilingual environment in joint universities, there is a need for systematic, scientifically based and reproducible forms of organizing the educational process that can ensure the development of not only linguistic, but also intercultural competence of students. The aim of the article is to theoretically substantiate tandem learning as a pedagogical technology and analyze the practical experience of its implementation in the conditions of a Russian-Chinese university. The complex of theoretical methods includes analysis and synthesis of scientific literature on the problem of pedagogical technologies and tandem learning. The leading empirical method of the research is a pedagogical experiment implemented at Shenzhen MSU-BIT University in the spring semester of the 2024-2025 academic year. The respondents were university students studying Russian and Chinese. The main results of the study are to prove that tandem learning meets the key criteria of pedagogical technology (conceptuality, consistency, manageability, efficiency, reproducibility). The article presents a model for the implementation of tandem learning, including goals, content, methods, tools, organizational structure and principles (equality, autonomy, language turnover, pair rotation, mutual correction). It has been revealed that tandem learning contributes to the development of intercultural communicative competence, reduces psychological and linguistic barriers, increases motivation and multi-faceted development of students. The theoretical significance of the article consists in clarifying the conceptual and categorical apparatus of the methodology by including tandem learning in the category of pedagogical technologies and developing criteria for its analysis. The practical significance lies in the possibility of using the presented model and the conclusions of the study to design and implement tandem learning in the educational process of various educational institutions, primarily in a bilingual and multicultural environment.

This article presents the results of a theoretical study of discursive competence formation problem among military personnel studying Russian as a foreign language. Modern methodological trends in teaching foreign languages comply with finding ways to increase the effectiveness of learning, one of which, in our opinion, is the need to form a discursive competence. The process of formation of discursive competence has been studied inadequately, in a disordered and fragmented way. We consider that the formation of discursive competence in the process of teaching foreign languages has fundamental importance and it is assumed to be one of the relevant directions for increasing the effectiveness of teaching. The formation of discursive competence should be professionally oriented and take into account the specifics of students in every detail. The purpose of the study is to develop a methodological system aimed at the formation of discursive competence at the Russian as a foreign language classes at a military university. As a result of the theoretical study, the fundamental concepts of designing a methodological system were characterized. The structure of a methodological system was developed based on these concepts, taking into account the methodological features of discursive competence formation in the educational environment of a military university. The methodological system pursues specific goals and solves the tasks of teaching in these conditions, taking into account the characteristics of students. It has been determined that narrowly targeted and thematically oriented teaching contributes to improving the effectiveness of teaching foreign students at military universities in Russia. The theoretical significance of the study lies in the development of a professionally-oriented methodological system for teaching a certain group of foreigners, the uniqueness of which lies in its narrow focus, thematic organization and variability, taking into account the social institution and the category of students. The narrow specificity of the developed system does not limit the scope of its application; the results of the methodological system development can be used for teaching any foreign languages. The practical significance lies in the fact that, as a result of the theoretical study described in this article, the methodological system was practically implemented at Russian as a foreign language classes at a military university.