Keyword: «non-linguistic universities»

The article is aimed to consider possibilities of forming and expanding the corpus of linguistic and sociocultural correlations based on a comparison of Russian, German and English languages in order to create textbooks on multilingual education in non-linguistic universities. The author focuses on the possibility of improving the methodology of teaching foreign languages in Russia through comparison with the native language and culture.

The problem of optimizing the process of teaching the Russian language to foreign first-year students in non-linguistic universities and the formation of universal competence determine the relevance of the study in the article. The aim of the study is the theoretical and practical justification of the linguoculturological paradigm of teaching Russian to foreign first-year students in non-linguistic universities. To achieve the goal of the study, the survey method was used to obtain objective and subjective information about the success of Russian-language communication of first-year foreign students in non-linguistic universities and the usefulness of materials provided to students for learning the Russian language and culture of the country. According to the results of the study, the article presents a didactic model of teaching Russian to foreign first-year students in non-linguistic universities, developed in the context of a linguocultural paradigm. The proposed training model is implemented in Russian and foreign universities. The didactic model of training is aimed at the formation of universal competence among students. Universal competence assumes that students will use the acquired skills and knowledge in the field of the Russian language in order to establish intercultural communication in the country of the language being studied. Universal competence in the framework of the study includes the linguistic component, speech, subject and cultural components. The novelty of the study lies in the fact that an attempt was made to theoretically substantiate and develop a linguoculturological paradigm for teaching Russian to foreign first-year students in non-linguistic universities – based on the identified communicative and cultural needs, as well as theoretically justify the selection and presentation of linguistic and cultural materials that would contribute to the formation of universal competence. The theoretical significance and practical value of the work lies in the fact that a linguocultural paradigm of teaching the Russian language is developed on the basis of studying the linguodidactic and cultural needs of foreign first-year students in non-linguistic universities and correlating them with the communicative needs for using the Russian language in the country of the studied language.