Keyword: «межкультурная коммуникация»

Нhe article presents practical experience in solving problems of intercultural communication in a multinational school (MBOU Secondary School No. 10, Yerik settlement), where 83% of students are representatives of various ethnic groups and practice Islam. Using specific examples (gender-related authority of teachers, conflict over school uniforms, language barriers), the author analyzes key challenges in the interaction between students, parents, and teachers. Effective ways to overcome them are described, including dialogue, legal awareness-building, involving parents in school management, and adapting the educational process using the "dialogue of cultures" methodology. The article will be useful for teachers and administrators of educational institutions working in a multicultural environment.

The article is devoted to the urgent problem of overcoming interference and the formation of stable grammatical skills of the Russian language among Abkhaz students. The author proceeds from the premise that traditional methods of explaining grammar often prove to be insufficiently effective in a bilingual environment, where the process of mastering a second language is significantly influenced by the structures of the native (Abkhaz) language. The main focus is on the practical application of such methods as communicative and role-playing games, situational tasks, project activities, work in pairs and small groups. The author proves that an interactive format that simulates situations of real communication allows you to transfer grammatical knowledge from a passive reserve into active speech skills.

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 modern conditions of globalization, the active development of international relations and, of course, the increasing complexity of intercultural contacts, the development of mediation competence directly within the framework of the English language lesson 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 mediate between speakers of different linguistic and cultural systems. Mediation competence is considered as an integrative phenomenon encompassing linguistic knowledge, socio-cultural skills, communication strategies, and the ability to mediate between participants in a dialogue. Its structure includes four components: cognitive, operational activity-oriented, motivational value-driven, and reflective. The purpose of this study is to provide a theoretical justification and methodological description of individual recommendations for the development of mediation competence of 11th-grade students in the process of teaching English. The scientific novelty of the work lies in proposing a way of integrating tasks for the development of mediation skills into work with an authentic text in the English language lesson. In the course of the research, modern pedagogical approaches were analyzed, the role of authentic texts as a tool for the development of mediative skills was considered, and tasks were proposed to ensure the consistent development of reading strategies and intercultural interpretation. These include tasks concerning the correct answer selection, determining the truthfulness of statements, matching words with definitions, and providing brief written responses. The theoretical significance of the work lies in expanding scholarly understanding of the content of mediation competence in school language education. The practical significance lies in the possibility of direct application of the proposed methodological recommendations by English language teachers in the educational process.