Russian language: research, testing and practice

One of the fundamental principles of the modern approach to teaching Russian to foreign speakers is the situational approach, i.e., a focus on teaching verbal communication based on speech situations. Therefore, it is necessary to select speech situations for a specific level of Russian proficiency and describe their parameters and linguistic content. The elementary-level communication situations presented in this article are typical and common in social, every day, and sociocultural communication, so it is necessary to enable foreign students to communicate in them. To do this, it is necessary to describe their parameters, providing examples of their linguistic content. The linguistic content of various parameters of speech situations presented in this article will facilitate the effective organization of the work of teachers of Russian as a foreign language, as well as the creation of appropriate teaching tools.

This study analyzes key innovative processes in teaching Russian as a foreign language (RFL) in high schools and universities in the Republic of Armenia. These processes include: the introduction of streamlined instruction in specialized areas (natural sciences, physics and mathematics, and the humanities); the transition from standardized programs to a modular system that allows for the development of individual educational trajectories; the integration of schools and universities within the framework of the continuous education “School - University”; updating the curriculum based on an interdisciplinary approach and a national-cultural component; and the active use of project-based activities, essays, and digital and interactive technologies. Particular attention is paid to the continuity of educational levels and the development of speech skills oriented towards future professional activity. Based on an analysis of theoretical and practical data, the author identifies and systematizes specific innovative methods that ensure the development of students' communicative competence.

Pedagogical universities in Russia have seen a significant influx of foreign students, including those enrolling in language faculties where Russian is both the medium and the object of study. The level of Russian Language proficiency among such students often does not even reach the threshold B1 level. The study analyzes the problems that arise when teaching non-native speaking students at the Faculty of History and Philology, particularly when mastering linguistic disciplines (Workshop on Spelling and Punctuation, Old Church Slavonic, Historical Grammar of Russian, etc.). Based on a competitive dictation conducted among Turkic-speaking students, the author demonstrates a critically low level of spelling literacy (up to 15 % of defective characters) and a complete absence of punctuation logic. It is shown that the main cause of errors is not so much ignorance of rules as agnosemy (unfamiliarity with basic vocabulary) and the lack of language experience. The author concludes that standard methods of joint education are inapplicable and that special adaptation courses for non-native speakers in language faculties need to be developed.

Urban toponyms are the subject of many onomastic studies. This linguistic layer reflects social changes and carries linguistic, ethnographic and historical information. Inner-city proper names, which emerged during various stages of the city's development, constitute a vital component of the national linguistic and cultural-historical landscape. The aim of the study is to identify the specifics of the representation of cultural codes in the names of intra-city linear objects in Polotsk. The research material was sourced from lists of street names in the oldest city in the Vitebsk region of Belarus, Polotsk (342 units), obtained through continuous sampling from toponymic reference books, topographic maps, and internet resources. The study employed the following methodological tools: inventory and systematisation of onymic material; qualitative and quantitative analysis of lexical units; and structural and semantic comparison. The research found that the main structural type of street names in Polotsk are two-word constructions with nouns. Two-word names containing proper nouns predominantly consist of nominative groups based on the surnames of war and revolution participants, scientists, cultural and artistic figures, and statesmen. When identifying the cultural and linguistic motivations fixed in the Polotsk godonymic system, it was found that topomorphic, anthropomorphic and social cultural codes are the most frequent. Floral, emotional-characterological, spiritual and colour codes are represented by the fewest units. The quantitative indicators of cultural codes differ on the toponymic map due to the peculiarities of the linguistic and cultural landscapes of the Polotsk region.

The social status of the Russian Language in the Republic of Uzbekistan from independence to the present stage is examined. The dynamics of interest in teaching Russian in schools are analyzed, and quantitative data on schools with Russian and mixed languages of instruction are provided. It is substantiated that the decline in the share of the Russian-speaking population (from 8.6% in 1989 to 2.1% in 2025) has not led to the loss of the significance of the Russian Language as a means of interethnic communication. Special attention is paid to the requirements for the professional competence of a teacher of Russian as a foreign language. Based on an analysis of traditional and innovative teaching methods (integrated lessons, role-playing games, project activities, non-standard forms of classes), it is concluded that the key factor in increasing student motivation is the teacher’s creative, interdisciplinary approach and ability to design lessons taking into account the age and national-cultural characteristics of students. It is shown that the systematic implementation of active learning methods contributes not only to the development of language skills, but also to the formation of critical thinking, communicative culture, and interest in the Russian Language.