Keyword: «sociocultural adaptation»

The article presents the results of the study. The urgency of studying the psychological characteristics of foreign students who study in Russian universities is justified. The differences of socio-cultural peculiarities in different countries complicate the already difficult period of yesterday's schoolchildren adaptation to the University. Adaptation, existential fulfillment of students was studied in groups of students from Russia and from abroad. The results showed that there was no reliable difference between these groups of students in the parameters of social and cultural adaptation, as well as its existential fulfillment components: self-distancing, self-transcendence, freedom, responsibility.

The article deals with aspects of text work at the lessons of regional studies and Russian as a foreign language, which are tools for foreign students` socio-cultural adapting. The author exposes the educational material about the disease and the city in which a foreigner is studying as a necessary element of socio-cultural adaptation. We describe the experience of guide development of regional studies, aimed at forming regional communicative competence. An example of text analysis containing the regional study information is given.

The article touches upon some aspects of working with the texts of folk tales at the lessons of Russian as a foreign language. For foreign students such texts may be considered as one of the instruments of sociocultural adaptation as well as the material for getting lexical and grammar skills. The example of working with the text of the Russian foik tale ‘The Magic Swan Geese’ is analysed by the author. It may be used at the beginning of teaching Russian as a foreign language.

The modern system of higher education places increasingly high demands on the level of graduate training, especially in the context of globalization and growing mobility of professional personnel. In this regard, the development of sustainable self-learning skills among students becomes particularly relevant and an integral part of professional education. One of the priority areas is the development of foreign language professional competence as a means of integration into the international professional community. Foreign language competence is regarded not only as proficiency in a foreign language, but also as a complex category that includes the ability to use the language in professional and intercultural communication. The aim of this study is to analyze the conceptual foundations of the independent development of foreign language competence among students, as well as to explore methodological approaches aimed at its enhancement in the context of higher education. Special attention is paid to students’ independent learning activities, which contribute not only to the development of language skills but also to the formation of universal competences such as critical thinking, information literacy, and self-organization. The study employs theoretical methods, including the analysis of scientific and educational literature, as well as comparative, systemic, and structural-functional approaches. As a result, key structural components of foreign language competence have been identified—linguistic, communicative, pragmatic, and sociocultural. The study presents the levels of competence formation and practice-oriented recommendations for its development. The theoretical significance of the research lies in clarifying the structure of foreign language competence and identifying its components in the context of professional training. The practical significance consists in the development of recommendations for promoting students’ autonomous learning activities. The scientific novelty lies in a comprehensive approach to the analysis of self-educational strategies for developing foreign language competence, taking into account the current requirements for pedagogical training.

In a multilingual educational environment, the development of effective methods and technologies for teaching Russian as a foreign language is particularly relevant. Group mentoring technology is one of the innovative pedagogical practices that can significantly improve the quality of education and help overcome the language barrier. The aim of the article is to study and justify the effectiveness of group mentoring technology as part of a comprehensive approach to teaching Russian as a foreign language (RFL). The primary method of research was an experiment conducted at the Preparatory Faculty of the Ural State University of Economics (USUE), where this technology was implemented. The experiment involved foreign students with varying levels of proficiency in Russian (A1 and B1). The methodology included diagnosing language proficiency before and after the experiment, observing the dynamics of language activity, and surveying students to determine their attitudes towards group mentoring methods. The main results of the study showed that the use of group mentoring technology ensures a higher level of language success, adaptation, and motivation among foreign students. The group consisting of mentors and mentees showed better results in all testing categories (grammar, vocabulary, speaking, writing) compared to the group trained with the use of traditional methods. Moreover, the mentoring group demonstrated a higher degree of overcoming the language barrier when communicating with Russian-speaking people and greater satisfaction with the learning process. The theoretical significance of the article lies in clarifying the concept of group mentoring as a pedagogical technology within the context of the comprehensive approach to teaching RFL. The practical significance of the research is in the fact that the results can be used to further improve curriculum programs for foreign students and to develop methodological recommendations for other educational institutions to ensure effective language and sociocultural adaptation in Russia.