Russian language: research, testing and practice

Control is the most important component of the educational process. The authors consider various types of tasks from the category of “achievement tests” that are used at different stages of teaching foreigners the language of everyday communication. Despite the primary importance of the evaluation function, control can be a teaching tool, focusing attention on test elements that carry information suitable for review and memorization. Control allows the teacher to get an objective idea of the students’ knowledge, can demonstrate the need to adjust the curriculum and change some characteristics of the presentation of the material. Control tasks can also be used at the stage of designing and organizing pedagogical interactions, and act as an independent means of learning and self-study.

In modern linguistic science, the problem of interpreting phraseological units in the linguacultural aspect, revealing national-cultural components for the transmission of linguistic and cultural pictures of the world is relevant. The study considers the concept of “good” in the Russian and Uzbek languages. In order to reveal the concept of “good” in the Russian and Uzbek linguistic pictures of the world, phraseological units of the two languages are analyzed in the linguacultural aspect, i.e. lexical, etymological analysis of dictionary entries, comparative analysis of phraseological units are carried out, examples from fiction in Russian and Uzbek are given. As a result of the analysis of phraseological units, the author forms thematic groups of the concept of “good”.

The goal set is to analyze the reflection of the main principles of the methodology of teaching Russian as a foreign language (RFL) in modern textbooks. Using the example of the manual “We learn Russian from A to Z”, the authors of the article clearly demonstrate how the basic methodological principles can be implemented in manuals: concentricity, stage-by-stage formation of grammatical, lexical and speaking skills, minimization of grammatical material in connection with the psychology of learning and communicative needs. The authors consider the features of the implementation of these principles in the textbook, the target audience of which are native Chinese speakers with their inherent specificity of perception of educational material. Particular attention is paid to the analysis of exercises of various types and the validity of relying on the lexical minimum of the appropriate level when selecting lexical and grammatical material. The authors clearly show the range of possibilities for using the manual from use in the classroom to independent work of students, concluding that taking into account the characteristics of the target audience and careful selection of educational content allows you to successfully form the linguistic and communicative competencies of students.

The study is devoted to the issue of forming the image of the country for teaching Russian as a foreign language. The idea of the geocultural image of a country is complex in structure and content, as it includes not only geophysical characteristics of the territory but also linguocultural features. Thus, the relevance of its description both in linguistic and linguodidactic aspects increases. The research presents the results of a questionnaire and associative experiment aimed at identifying the perceptions of Russia among Tunisian respondents. In the element of linguoculturology the peculiarities of forming perceptions of the geocultural image of the country are considered, and the linguistic means of reflecting the country’s image in the artistic text are highlighted. Attention is paid to the linguodidactic potential of geopoetic texts in teaching Russian as a foreign language at the advanced level, the peculiarities of working with concepts and culturally labelled vocabulary of these texts are described. The linguocultural approach allows foreign students to get acquainted with the Russian conceptosphereunderlying the geocultural image of the country and to form skills and abilities to work with vocabulary articles, interpret conceptual meanings, create their texts and generally build an intercultural dialogue. The proposed material can be used in the framework of teaching subjects of linguocultural and regional studies when teaching Russian as a foreign language at the advanced stage.

The priority goal of the modern education system of Russia is international cooperation and the promotion of the Russian test abroad. Higher education in Russia is becoming an interesting and promising area for foreign citizens. In recent years, we have observed a positive trend in the number of foreign students coming to study at Russian universities. At the present stage of development of the methodology of teaching Russian as a foreign language, a socio-cultural approach is becoming one of the main guidelines. In the space of a multipolar world, it is important to reflect on the diversity of cultural values, the mentality of native speakers, habitual behavior, and features of communicative interaction. However, at the first stage of acquaintance with the country and the culture of its population, difficulties, disagreements, and misunderstandings caused by interethnic autoand heterostereotypes are possible. The aim of the study is to develop the methodological tools that take into account autoand heterostereotypic representations for the formation of socio-cultural competence among foreign students in the lessons of Russian as a foreign language. The work comprehends the role and methodological potential of the stereotypical image of Russia and Russians. Having considered the current research of Russian teachers and methodologists, we assumed that ethnic stereotypes play an important role in the implementation of a socio-cultural approach to teaching Russian to foreign students. By including methodically structured work with them, it is possible to form and develop the socio-cultural competence of foreign students. A methodological package is proposed for the formation and development of sociocultural competence using autoand heterostereotypes for foreign students of the elementary and basic levels of Russian test proficiency.