Abstract
The article describes main difficulties that prevent from effective content integration of mathematics and natural science subjects into teaching Russian as a foreign language for academic purposes. Over-coming these difficulties is the main objective of the presented complex two-phase content-integrated model of blended RFL learning at a pre-university level. The paper reveals main results of a three-phase teaching experiment in the course of which this model was tested in groups of students of a pre-university level with majors in mathematics and physics. It is concluded that application of such an approach provides for the improvement of students’ speaking and listening skills, enhances lexico-grammatic skills and increases their motivation, making an educational process more flexible and easy in use (teachers of Russian as a Foreign lan-guage do not need to have any fundamental knowledge of Math and Physics).
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