Keyword: «reception»

The article discusses the issue of the study of Russian vocabulary and phraseology by foreign-speaking cadets; describes some teaching techniques based on visibility; offers a set of tasks that allow foreign students to learn the features of phraseological units as figurative, integral in meaning units of the language.

The article talks about the difficulties faced by modern schoolchildren when studying biblical motifs in Russian literature lessons. The urgency of this problem in modern education is emphasized, since according to the Federal State Educational Standard, a teacher should not only be engaged in education, but also bring up spiritual and moral values in a child. The ways of solving this problem through traditional and non-traditional methods and techniques are proposed. In conclusion, the importance and necessity of studying biblical motifs in a modern lesson of Russian literature and the place of the Bible in human life are emphasized.

The article is devoted to the study of the concept of foreign reception in the framework of an intermediate approach. The theoretical foundations of the intermedial approach and intertextuality are analyzed. From the presented observations, it can be seen that researchers have different approaches to reception. It is revealed that the main way of carrying out foreign reception is transfers. As an example for analysis, the translation of the Yakut poet I. Arbita “Min Mayagym” (1936) of the poem by the Russian symbolist poet V. Bryusov “My Lighthouse” (1914) is taken.

The article discusses the concept of «cognitiveness» and the issue of using cognitive techniques in teaching Russian to foreign military personnel. Оfferedtasks allow foreign cadets and students to solve problems of communicative and cognitive approaches. The cognitive aspect of learning the Russian lan-guage is described, which allows foreign military personnel to form communicative competencies.