Keyword: «коммуникативная компетенция»

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.

The article addresses the issue of teaching Russian as a foreign language to migrant children in primary school, where non-native speakers must learn the curriculum alongside native speakers. The author examines the reasons why migrant children face significant challenges in acquiring the Russian language and proposes a system of work for developing communicative competence among junior students.

The article focuses on the problems of developing the skills of professional communication in the English language when teaching students of marketing. The research is based on the four-year practical experience of using textbook “Marketing 4.0” when working with first and second years students. The author offers approaches to organizing classroom and independent work of students and gives examples of tasks based on authentic texts. The author states that it is due to authentic materials that students get the necessary information and professional terminology as well as communicative patterns essential for professional communication in the foreign language. Another aid for students when making their own utterances is a system scaffolding, that is logical means of cohesion and grammar and vocabulary support. All that helps prevent possible mistakes and ensures language and communicative skills development.

This article discusses the practice of using artificial intelligence technologies to create creolized texts at the initial stage of learning a foreign language (English). The article identifies and establishes the most significant ways of using creolized texts in the process of teaching English to primary schoolchildren and determines the effective-ness of using this type of text in the educational activities of primary school students.

The article examines the pedagogical conditions for organizing teamwork in a foreign language (using the example of the German language) with the aim of developing the communicative competence of future logistics specialists.