Keyword: «межкультурная коммуникация»

The increased interest in the practical teaching of Russian as a foreign language visualization of various types, associated with the awareness of its primary role in the process of learning foreign languages, inextricably linked with the preparation of students for intercultural communication, and their accessibility through the Internet and the use of educational institutions by technical means. Observation of the tendency to show interest in the subject being studied and its size, it is distinguished by increased creative self-expression of professors and students, who help foreigners to apply to other linguistic and cultural environments for them; thanks to successful visualization, students are immersed in the reality of real language communication, which greatly affects the formation of their linguistic, communicative and sociocultural competencies. The author introduces the system of work on the presentation of various means of visualization (audio recordings, creolized text and video materials), proposed by the creators of teaching tools for foreign students «Listen, read, watch ...» animated films.

The article deals with aspects of text work at the lessons of regional studies and Russian as a foreign language, which are tools for foreign students` socio-cultural adapting. The author exposes the educational material about the disease and the city in which a foreigner is studying as a necessary element of socio-cultural adaptation. We describe the experience of guide development of regional studies, aimed at forming regional communicative competence. An example of text analysis containing the regional study information is given.

The article deals with the issues of intercultural communication at the initial stage of teaching the Russian language to foreign students as representatives of a certain type of culture (high-context, polychronic); some problems of teaching foreign students related to the peculiarities of their mentality are analyzed; the tasks facing teachers of Russian as a foreign language in the process of preparing foreigners for the educational process in Russian universities are identified.

Russian Russian and Chinese communicative behavior features are considered in this article, similarities and differences between Russians and Chinese in the choice of communication topics, social etiquette, forms of address and politeness, in the perception of status are revealed by comparison and analysis, convincing examples are given. As a result of the conducted research, the authors come to the conclusion about the need for a comprehensive study of Chinese and Russian cultures, mastering methods of overcoming differences in cultural behavior and communication skills for the purpose of effective intercultural communication.

Nowadays university education is becoming more practically oriented. As a result, it seems to be of current interest to change the traditional form of oral examinations. The research is aimed at working out, theoretical analyzing and practical verifying of the effectiveness of the process of professional competence forming. The author reflects on the perspectives of final qualifying examination in Practical English taken in the form of a project that provides the future Foreign Language teachers with the opportunity of personal creative accomplishment. The experiment was conducted with fifth year university graduates Field of study "Pedagogical Education with two Profiles of Preparation", specialty "Social Studies and Foreign (English) Language". There are a variety of controlling and teaching functions of the examination. This form of the exam is stated to be more practice oriented and serves to give a more objective assessment to the level of formation of necessary cultural general, professional general and professional competences. Graduators are able to demonstrate everything they have learned and experience they have gained during their professional education. The research is based on competence, comprehensive and activity-oriented approaches. Evaluating the results of the research we were impartial and objective, assessment procedure is valid and accurate. In this article, the author demonstrates the practical value of project presentation as a form of examination to assess the level of formation of the necessary cultural, general professional and professional competences. Theoretical significance of the research is seen in the possibility of quality evaluation in practical teaching and teacher knowledge. Final exam in a form of a project allows us to test the level of the level of professional foreign language (English) proficiency, the level of professional competence and stimulates teaching interest.