Keyword: «authenticity»

The article deals with some aspects of teaching foreign language students at non-linguistic Universities. The focus is made on the ways of working with authentic video materials for developing listening skills.

The article talks about the need to develop the communicative competence of the military Air Force School cadets by introducing interactive methods of teaching a foreign language. Such a teaching method is an effective means of developing students' communication skills.

Teaching spoken grammar has both practical and theoretical character: the necessity to master the spoken register of a foreign language is fixed in the requirements of FSES HE 3++ in the area of training 45.03.02 Linguistics, as well as the ability to analyze linguistic phenomena descriptively from the point of view of linguistic theories. Besides the academic necessity of speaking grammar, its practical role is also obvious. The aim of the study is to review and describe the ways of teaching English conversational grammar to language students. The proposed ways are the result of literature analysis and author's original pedagogical experience. The analysis of English- and Russian-language publications on the research topic for 1962-2024 is given. The transition to descriptive language teaching and the development of corpus technologies became the basis for the expansion of research on spoken grammar: it becomes clear that syntactic variation is the result of changes in the type of discourse. The study of colloquial grammar in the country of the target language is of particular relevance; in other cases, the active use of authentic materials (advertisements, podcasts, chat bots, etc.) is emphasized. The main elements of colloquial English grammar traditionally include omissions, discourse markers, hesitation markers, insertions, emphases, inversions, inversion markers, etc. Summarizing the analysis, it can be noted that conversational grammar can be considered as a component of pragmatic competence and has high theoretical and practical significance in learning a foreign language. Scientific novelty lies in the analysis and highlighting of scientific priorities in the study of spoken grammar, as well as in the generalization and highlighting of techniques for working on the spoken grammar of a foreign language (English) with students of language specialties. In the conclusions, the authors summarize the main aspects of the topic.

The article examines the inclusion of contemporary Russian authors’ texts in Russian as a foreign language (RFL) and Russian as a non-native language (RNL) courses. Methodological, cognitive, and cultural aspects of working with authentic literary and journalistic texts are analyzed. Using data from the National Corpus of the Russian Language and modern textbooks, the main difficulties foreign learners face are identified, and methods for overcoming them are proposed: text adaptation, context work, cognitive visualization, and discussion of cultural realities.