Keyword: «межкультурная коммуникация»

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.

In modern conditions of globalization, the active development of international relations and, of course, the increasing complexity of intercultural contacts, the formation of mediative competence in the process of language education is of particular importance. The need to acquire this competence is due to the requirements of professional communication, as well as to the challenges of intercultural interaction, which requires future specialists to be able to act as mediators between representatives of different linguistic and cultural systems. In this article, mediation skills are considered as an integrative component of professional training of specialists in the field of intercultural communication, including the mediation of meaning between participants in communication through linguistic means. The aim of the study is to theoretically substantiate and practically verify the model of mediation skills formation in the course of teaching foreign languages based on a competence-based approach. The scientific novelty of the research consists in clarifying the structure of mediation skills, which included such elements as reception, production, interaction and mediation, as well as in developing an integrated model reflecting the goals, content, methods and means of teaching aimed at developing these types of skills. Modern pedagogical technologies were tested in the course of the research, personality-oriented methods were implemented, and the conditions for the effective formation of mediation skills were considered. The results obtained confirm the effectiveness of the proposed model: positive changes in the level of students' communicative and mediation skills formation are noted, optimal methodological conditions for its application in the educational process are identified. The theoretical significance of the work consists in expanding scientific ideas about the content of mediation skills as an important component of professional training of specialists to work in a multicultural environment. The practical significance lies in the possibility of using the proposed methodological recommendations, techniques and technologies in the language education system, which contributes to improving the level of training of specialists in the field of intercultural communication and their successful integration into the professional community.

Contemporary international relations are increasingly challenged by cultural and linguistic barriers that lead to communication crises. This article explores various preventive strategies, including protocol standardization and intercultural adaptation programs. Practical solutions to communication dysfunctions have been developed based on both classical and modern approaches. Special attention is given to the role of linguistic factors and the cultural environment in global interactions.

This article explores the role of foreign-language historical and cultural texts as a tool for enhancing cultural literacy within foreign language lessons. The author emphasizes the methodological value of such texts, outlines the stages of working with them, and provides examples and tasks. A universal model for analyzing texts is presented, aimed at fostering respect for cultural diversity, developing critical thinking, and building student’s intercultural competence in students.

In this article, the author considers the relevance of the formation of schoolchildren’s intercultural competence and cognitive interest in the study of other cultures while learning foreign languages. The article analyzes the growing interest in communication methods using authentic audio, photo and video materials about the colour symbols of state flags as an example.