Kseniya S. Brajenec

In the context of the current Federal State Educational Standard of the Russian higher education, there is a process of revising the problem of communicative competence development in foreign students studying Russian as a foreign language. The author presents pedagogical conditions and methodological support aimed at the development of foreign language communicative competence of students in accordance with the results of teaching Russian as a foreign language. Foreign students of non-linguistic areas use Russian as a foreign language for self-studying in the process of higher education and intend to use it in their future work. Readiness for this process becomes the key to their competitiveness in the Russian labor market. The relevance of the issue of using the construction method in teaching Russian as a foreign language for the development of students' communicative competence is due to several factors. Firstly, the society strives to use innovative and interactive teaching methods that allow foreign students to actively interact and express their thoughts in Russian. Secondly, the construction method is an effective tool for the development of speech skills when students have to use various grammatical structures and lexical units to describe their professional activities. Thirdly, the proposed methodology contributes to the development of students' imagination and creative thinking, as they have to invent and construct their own communication models using their knowledge of Russian language. Finally, the construction method is an accessible and cost-effective way of teaching that can be used both in classrooms and in extracurricular activities. The aim of the article is to study the method of construction in teaching Russian as a foreign language for the development of communicative competence of students in higher education. The main idea of the method is to use speech models to create communicative situations that help foreign students to develop their speaking skills. The main results of the study showed that this method allows students to be more actively involved in the learning process, to develop their creative and cognitive activity. By creating various situational models when mastering Russian as a foreign language, students expand their vocabulary, learn to use new words and constructions in the context of right speech, which effectively affects their speaking and understanding of the language. This helps to develop interpersonal communication skills and improve speaking practice in Russian. Thus, the method of construction in teaching Russian as a foreign language is an effective means for the development of communicative competence of students in higher education. It allows us to stimulate the learning process, develop creative activity and communication skills, expand vocabulary.