Ekaterina A. Bakhareva

The relevance of the research is determined by the need to find effective methods for developing listening skills in international students studying Russian as a foreign language (RFL) in the context of the digital transformation of education. Traditional training packages are limited in their ability to respond promptly to the communicative practices and interests of the young people, who actively use social media. The TikTok platform, with its high motivational potential and microlearning format, represents a promising but methodologically under-explored tool for developing listening skills based on a linguistic and cultural component. The aim of the article is to theoretically substantiate and experimentally test the effectiveness of the methodology for developing listening skills within the framework of an integrated approach to teaching RFL through the integration of an educational TikTok project and Google Forms tasks. The leading method was a pedagogical experiment involving 30 international A2 level students, divided into a control group (CG) and an experimental group (EG) of 15 people each. The experiment included three stages and lasted three months (12 lessons). Open examination materials from St. Petersburg State University (Listening section, A2 level, maximum score – 150) were used for diagnostics. The reliability of the results is ensured by independent expert assessment. The initial diagnostic confirmed the comparability of the groups (CG – 60.1%, EG – 61.0%). The final diagnostic recorded a significant progress of the EG, which was taught using the developed methodology. The average score in the EG reached 115 points (76.7% completion), while in the CG it was 97.3 points (64.9%). The increase in the EG amounted to 22.7 percentage points, in the CG – only 4.8 p.p. The obtained data are statistically significant and confirm the effectiveness of the proposed methodology. The theoretical significance lies in clarifying the scientific understanding of the implementation of an integrated approach to the development of listening skills in a digital environment, as well as in systematizing the linguodidactic potential of TikTok. The practical significance consists in the development and testing of a reproducible methodological model, including an algorithm of student work, a system of tasks with a linguistic and cultural focus, and diagnostic tools that can be integrated into the practice of teaching RFL.

In a multilingual educational environment, the development of effective methods and technologies for teaching Russian as a foreign language is particularly relevant. Group mentoring technology is one of the innovative pedagogical practices that can significantly improve the quality of education and help overcome the language barrier. The aim of the article is to study and justify the effectiveness of group mentoring technology as part of a comprehensive approach to teaching Russian as a foreign language (RFL). The primary method of research was an experiment conducted at the Preparatory Faculty of the Ural State University of Economics (USUE), where this technology was implemented. The experiment involved foreign students with varying levels of proficiency in Russian (A1 and B1). The methodology included diagnosing language proficiency before and after the experiment, observing the dynamics of language activity, and surveying students to determine their attitudes towards group mentoring methods. The main results of the study showed that the use of group mentoring technology ensures a higher level of language success, adaptation, and motivation among foreign students. The group consisting of mentors and mentees showed better results in all testing categories (grammar, vocabulary, speaking, writing) compared to the group trained with the use of traditional methods. Moreover, the mentoring group demonstrated a higher degree of overcoming the language barrier when communicating with Russian-speaking people and greater satisfaction with the learning process. The theoretical significance of the article lies in clarifying the concept of group mentoring as a pedagogical technology within the context of the comprehensive approach to teaching RFL. The practical significance of the research is in the fact that the results can be used to further improve curriculum programs for foreign students and to develop methodological recommendations for other educational institutions to ensure effective language and sociocultural adaptation in Russia.

The globalization of education and the growth of academic mobility have made preparatory departments for foreign citizens key structural units of Russian universities, facilitating the integration of students into Russian educational system. The work of preparatory departments is aimed at developing language, academic, and socio-cultural competences of foreigners for further study in Russia. Consequently, there is an urgent need to accurately determine the level of proficiency in Russian as a foreign language, particularly at the zero (A0) level. This ensures the individualization of the educational process and enhances the effectiveness of learning. The aim of the article is to develop and test a comprehensive diagnostic tool for assessing the initial level of Russian language proficiency in foreign students when they enter preparatory departments. The methodological foundation of the study included systemic activity-oriented, axiological, communicative, and linguistic-cultural approaches. The experiment was conducted at the preparatory department of the Ural State University of Economics. Before the research, a diagnostic tool consisting of six blocks was developed: phonetics, vocabulary, grammar, reading, writing, and linguistic-cultural knowledge. A scoring system was used in the diagnosis, allowing us to find out the level of foreign students’ preparedness for further study Russian language, starting from the elementary level (A1). The results confirmed the necessity of applying a comprehensive approach to assess language proficiency, which helps to identify individual characteristics and difficulties faced by students at the initial stage. The theoretical significance of the article lies in the clarification of diagnostic criteria for the A0-level and the expansion of the methodological basis for teaching Russian as a foreign language (hereinafter referred to as RFL). The practical significance lies in the possibility of applying the developed diagnostic system in educational institutions that implement pre-university training programs, contributing to the improvement of learning effectiveness and the successful adaptation of foreign citizens to the Russian educational environment.