Keyword: «communicative context»

This article describes how teachers can use authentic texts for learning verb tense forms in English. Researches and teaching practice show that foreign language learners understand tense forms relatively quickly, but it is much more difficult for them to comprehend relations between verb form, aspect, and tense in the grammar of the studied language. The use of authentic texts in learning verb tenses is not just a means of giving the grammar a semantic content, but it also helps students to understand relations between the verb form and its meaning and use. The paper shows a brief analysis of grammatical tenses use on the example of various texts about railway transport. There are assignments after each text, worked out to develop students' abilities to recognize and differentiate features of semantic content and use of English verbs grammatical tenses.

At the initial stage of instruction, communicative-pragmatic modeling in teaching Russian ordinal numerals to non-native speakers promotes the development of productive language skills, particularly in speaking and writing. Focusing on the acquisition of ordinal numerals, this approach reflects a specialized aspect of applied linguistics aimed at identifying the underlying logic behind language patterns. This factor, in turn, determines the structural coherence of instructional models in Russian as a foreign language (RFL) for non-native learners. The relevance of this study stems from the diversity of national speech-thinking practices shaped by ethnocultural perceptions of numerical systems, and from the linguistic complexity of ordinal numerals in Russian. These numerals often pose challenges for non-native speakers due to their syntactic and morphological ambiguity, as well as their functional load in real-life communication. The lack of comprehensive research on integrating communicative-pragmatic models into the teaching of ordinal numerals highlights the need for intentional and contextually appropriate use of pragmadidactic models in authentic communicative situations. The objective of this article is to explore the interplay between pragmatic and communicative competences, and to evaluate the role of communicative-pragmatic modeling in enhancing the communicative skills of non-native speakers acquiring Russian ordinal numerals. Theoretical and methodological foundations of the study are based on an analysis and systematization of scholarly perspectives from both Russian and international researchers. These perspectives focus on the relationship between pragmatic and communicative competences within multilingual and multicultural educational contexts. The practical section of the study illustrates the communicative-pragmatic approach to modeling as an instructional tool that fosters the development of communicative-pragmatic competence in teaching Russian ordinal numerals to non-native speakers. The article examines common learner errors rooted in native language interference and proposes communicative-pragmatic models designed to facilitate effective mastery of ordinal numerals. These models are tailored to address the lexical and grammatical characteristics of numerals while taking into account their pragmatic and sociocultural functions. The study also underscores the significance of pragmatic competence as the ability to interpret and produce contextually appropriate utterances in specific social and cultural settings. The theoretical justification of pragmatic competence as a core component of communicative competence supports the integration of cognitive-pragmatic models into language pedagogy, aligning linguistic and methodological dimensions in foreign language education. The practical significance lies in the potential of the communicative-pragmatic approach as a pedagogical tool for integrating grammatical, lexical, and communicative components in the development of teaching materials that foster communicative competence.