Keyword: «intercultural communicative competence»

The article touches upon the issue of the intercultural communication research in the frames of the verbal manipulation of the addresser’s message (mass-media educational discourse). Addresser’s communicative aims are determined. The purpose of the article is to give the reader information on necessity to develop students'’skills to interact effectively with the partners of the intercultural communication in the context of the destructive influence of the manipulative intention.

This article is devoted to the problem of the intercultural competence of students in learning Russian as a foreign language. The author justifies the need to include the native culture of students in the process of RAFL studying and gives examples from the practice of teaching foreign students of linguistics.

In this article, we have identified and analyzed the phenomena of gaps and realities that reflect the specifics of the culture, society and way of life of the people speaking the target language in the context of teaching foreign languages (using the example of teaching Russian to Vietnamese students. Based on the analysis performed, the authors point out the importance of effective mastery gaps and realities in the Russian language in the formation of intercultural communicative competence among Vietnamese students studying Russian in a non-linguistic environment, which helps to improve the quality of their communication in Russian.

The article examines the meaning and content of the term “intercultural communicative competence” and substantiates the importance of its formation for effective interaction between representatives of different cultures. Based on the conducted research, a methodology for determining the level of sociocultural and sociolinguistic competencies of students is proposed. Recommendations are given to foreign language teachers on the specifics of choosing material for preparing assignments of a linguistic and cultural nature.

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.