Keyword: «bilingual 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 due to the need for a theoretical examination of tandem learning, which, having a long history of practical application, has not yet received proper justification as an integrated pedagogical technology. With the growth of intercultural interaction and the creation of a bilingual environment in joint universities, there is a need for systematic, scientifically based and reproducible forms of organizing the educational process that can ensure the development of not only linguistic, but also intercultural competence of students. The aim of the article is to theoretically substantiate tandem learning as a pedagogical technology and analyze the practical experience of its implementation in the conditions of a Russian-Chinese university. The complex of theoretical methods includes analysis and synthesis of scientific literature on the problem of pedagogical technologies and tandem learning. The leading empirical method of the research is a pedagogical experiment implemented at Shenzhen MSU-BIT University in the spring semester of the 2024-2025 academic year. The respondents were university students studying Russian and Chinese. The main results of the study are to prove that tandem learning meets the key criteria of pedagogical technology (conceptuality, consistency, manageability, efficiency, reproducibility). The article presents a model for the implementation of tandem learning, including goals, content, methods, tools, organizational structure and principles (equality, autonomy, language turnover, pair rotation, mutual correction). It has been revealed that tandem learning contributes to the development of intercultural communicative competence, reduces psychological and linguistic barriers, increases motivation and multi-faceted development of students. The theoretical significance of the article consists in clarifying the conceptual and categorical apparatus of the methodology by including tandem learning in the category of pedagogical technologies and developing criteria for its analysis. The practical significance lies in the possibility of using the presented model and the conclusions of the study to design and implement tandem learning in the educational process of various educational institutions, primarily in a bilingual and multicultural environment.