Keyword: «коммуникативная компетенция»

At the initial stage of instruction, communicative-pragmatic modeling in teaching Russian ordinal numerals to non-native speakers promotes the development of productive language skills, particularly in speaking and writing. Focusing on the acquisition of ordinal numerals, this approach reflects a specialized aspect of applied linguistics aimed at identifying the underlying logic behind language patterns. This factor, in turn, determines the structural coherence of instructional models in Russian as a foreign language (RFL) for non-native learners. The relevance of this study stems from the diversity of national speech-thinking practices shaped by ethnocultural perceptions of numerical systems, and from the linguistic complexity of ordinal numerals in Russian. These numerals often pose challenges for non-native speakers due to their syntactic and morphological ambiguity, as well as their functional load in real-life communication. The lack of comprehensive research on integrating communicative-pragmatic models into the teaching of ordinal numerals highlights the need for intentional and contextually appropriate use of pragmadidactic models in authentic communicative situations. The objective of this article is to explore the interplay between pragmatic and communicative competences, and to evaluate the role of communicative-pragmatic modeling in enhancing the communicative skills of non-native speakers acquiring Russian ordinal numerals. Theoretical and methodological foundations of the study are based on an analysis and systematization of scholarly perspectives from both Russian and international researchers. These perspectives focus on the relationship between pragmatic and communicative competences within multilingual and multicultural educational contexts. The practical section of the study illustrates the communicative-pragmatic approach to modeling as an instructional tool that fosters the development of communicative-pragmatic competence in teaching Russian ordinal numerals to non-native speakers. The article examines common learner errors rooted in native language interference and proposes communicative-pragmatic models designed to facilitate effective mastery of ordinal numerals. These models are tailored to address the lexical and grammatical characteristics of numerals while taking into account their pragmatic and sociocultural functions. The study also underscores the significance of pragmatic competence as the ability to interpret and produce contextually appropriate utterances in specific social and cultural settings. The theoretical justification of pragmatic competence as a core component of communicative competence supports the integration of cognitive-pragmatic models into language pedagogy, aligning linguistic and methodological dimensions in foreign language education. The practical significance lies in the potential of the communicative-pragmatic approach as a pedagogical tool for integrating grammatical, lexical, and communicative components in the development of teaching materials that foster communicative competence.

This article examines various interpretations of the concepts of "writing" and "written speech", pays special attention to the role of creative writing in the development of communicative foreign language competence of secondary school students, highlights approaches to defining this type of activity, provides exercises aimed at developing creative writing skills.

The article considers the method of mental mapping as an innovative approach to teaching foreign languages, which promotes effective acquisition of knowledge and development of critical thinking in students. The application of this method in domestic and foreign educational and methodological complexes on the English language, such as "Spotlight", "Starlight", "Rainbow English", "Academy Stars", "Think" and "Outcomes" is analyzed. The purpose of the work is to identify the influence of mental mapping on the learning process, as well as to assess its integration into the practical aspects of teaching. The article emphasizes the importance of mental mapping for expanding vocabulary, developing communicative competence and creative thinking of students, and offers examples of its use in various educational materials.

In this article the author considers excursion lessons as one of the effective forms of teaching foreign languages. It allows students to immerse themselves in the language environment, actively participate in speech situations and at the same time get acquainted with the culture and traditions of the country of the studied language. During the excursion, students develop all types of speech activities: listening, speaking, reading and writing. This contributes to a deeper understanding of the language and its structure. Excursion lessons make the process of learning a foreign language exciting and practice-oriented. They create a comfortable atmosphere for communication, exchange of opinions and contribute to the formation of confidence in using the language in real life situations. The author substantiates his position by describing the various advantages and disadvantages that this form of learning provides, and also refers to pedagogical traditions, confirming that this approach has been considered and applied by scholars as an effective method for centuries.

This article is devoted to the necessity of using authentic texts in the process of teaching English in military educational institutions. In the context of the increased dependence of international military cooperation on language communication, proficiency in English is becoming not just desirable, but a critical skill for military personnel. The main focus is on how authentic texts that reflect the actual practice of using the language can significantly improve the communication skills of military men. The article emphasizes the role of authentic texts in understanding the specific vocabulary and cultural features of military activities. The research methods include analysis and synthesis of authentic texts and regulatory documents. The authors also suggest a number of pedagogical strategies for teachers to overcome the difficulties associated with integrating authentic texts into the educational process. Effective language training that combines authentic materials and pedagogical methods is a necessary condition for the successful training of a modern military specialist.