САМОСТОЯТЕЛЬНАЯ РАБОТА И СОВРЕМЕННЫЕ МЕТОДЫ ПРЕПОДАВАНИЯ РУССКОГО ЯЗЫКА КАК ИНОСТРАННОГО

This paper proposes a reflection on the issues posed by the intercultural teaching of Russian as a foreign language (RFL) in the university context. In particular, after defining the concepts of “interculturalism”/“intercultural education” and outlining an updated picture of research on intercultural education in RFL, two of the greatest problems of RFL intercultural education are presented: on the one hand, the ambiguity of the theoretical treatment of intercultural education (and, thus, of its practical applications) by RFL scholars, and, on the other hand, the often essentialized, if not stereotypical, portrayal of Russian culture in RFL textbooks, which in some cases distort reality. Finally, a possible solution is proposed to resolve these issues and make RFL teaching more intercultural.

This paper presents a new experimental intercultural theoretical and operative model for RFL (Russian as a Foreign Language) teaching at European level: the RETEACH model. As a descriptive–normative didactic model, RETEACH builds on the intercultural approach, seeking to foster the development of intercultural communicative competence (ICC) among students. RETEACH promotes respect, understanding, and solidarity among individuals and encourages critical awareness of various issues, such as multiple identities, fuzzy cultural borders, power-related intercultural dynamics, and avoidance of stereotyped representations. The model is grounded in three specific concepts and areas within the foreign language and RFL fields: 1) the use of authentic texts, 2) the role of literature, and 3) textbook theory. The model was tested through two case studies, which investigated the place of culture in RFL classes in Lithuania and Italy (Case Study 1) and in RFL textbooks employed in Italy (Case Study 2). Three different research methods were employed: action research, classroom observation, and comparative content analysis. The findings indicate that the proposed model can boost the development of ICC in RFL learners, thus addressing some general issues with RFL teaching in the European context. There are several theoretical and practical implications of the RETEACH model: 1) combining RFL theory and practice, 2) improving the intercultural approach due to the use of authentic materials, 3) enabling the use of Russian literature to develop ICC, and 4) promoting a complex and critical image of Russia.

This paper examined the representation of culture in Russian as a foreign language (RFL) textbooks to understand the problem of creating a theory of intercultural textbooks, with Italy as a case study. The four most popular RFL textbooks used by first-year students in Italian universities were studied: Poyekhali, Molodets, Mir tesen, and Davayte. A comparative content analysis of the chosen sample was performed to test how Russian culture is represented in RFL textbooks. The results reveal that such textbooks reflect only a partial and sometimes stereotypical image of Russian culture, with a strong correlation between ideologies and bias derived from RFL theories and textbook creation. In other words, these textbooks convey essentialist and/or reductionist views of the culture of Russia (e.g., poor attention paid to the Russophone dimension, stereotypes, and lack of opportunities for intercultural dialogue). The cultural topics contained in the textbooks evaluated do not quite contribute but rather hinder the formation of students' intercultural communicative competence. Therefore, it is argued that the content of an RFL textbook should help students create complex, multilayered notions of Russian and Russophone cultures for themselves.

The article is devoted to the description of some trends in recent years in the development of the methodology of teaching Russian as a foreign language (RFL). It provides an overview of the socio-cultural reasons that contributed to the strengthening of the communicative orientation of RFL training, the rapid development of distance learning in the context of digitalization of education. During the analysis of the works, a scientific generalization was made and a description of some trends in the field of RFL methodology was proposed. Among them are the increased focus on teaching Russian as a foreign language as a means of communication, the active use of new tools in teaching RCT in connection with the digitalization of education; the increased influence of linguoculturology on the teaching methodology of RFL. Russian Linguistics The article presents current sources of scientific and educational literature, which are useful for improving communicative and cultural competencies, deepening knowledge in the field of Russian linguoculturology in the audience of Chinese students studying Russian.. The article briefly presents innovations in teaching the Russian language that have been used in China in recent years and have a positive effect during training. Russian as a foreign language is of great importance in improving the quality of teaching Russian as a foreign language in China (in conditions outside the Russian language environment), promotes the exchange of experience, promotion of strategic partnership and cooperation in the humanities between Russia and China, including with the aim of expanding mutually beneficial exchanges in the field of higher education.

The content of the article is devoted to the study of the features of accompanist activity, namely the practical aspects of independent individual work. Due to the fact that research on the individual independent work of specialists in the art field, namely accompaniment, is not enough, the author of the article, on the basis of his own experience and performing practice, outlined and described practical recommendations for accompanists in independent work on the study of a musical work. The article reveals important aspects of the work of the accompanist. The personal qualities, abilities and skills that an accompanist must have for full-fledged professional activity are described. The article highlights the main components of the individual independent work of the accompanist, techniques and methods for improving his professional skills. A certain range of tasks and methods is outlined when working in a vocal class, a choral conducting class, with choral groups and instrumentalists. The main means of overcoming difficulties when working with musical works and texts are analyzed, namely a deep knowledge of the theory and history of music, pedagogy, psychology and musical performance, as well as the use of modern musical technologies. The article outlined and described the stages of the accompanist's independent work - learning and playing a musical work. His own method of studying the piano part is revealed. Seven stages of individual work were considered, each of which describes the sequence of actions and methods for improving the study of one’s own part, namely: familiarization with a piece of music; learning and playing in your own party; study of the soloist's part; playing with a soloist; joint performance of a piece of music; concert preparation and, in fact, concert performance of the program.

The aim of the research is to demonstrate the significance of using texts of cultural content in Russian as a foreign language (RFL) lessons. The subject of the article is the texts about the Russian scientists M.V. Lomonosov and I.P. Pavlov, extracted from basic RFL textbooks for students of a medical-biological profile in higher education. The authors of the article focus on the process of intercultural communication, which contributes to the formation of linguistic and cultural competence among foreign students in RFL lessons. The role of these texts in the formation of students' sociocultural competence is analyzed. The methodology of the work includes comprehensive hermeneutic analysis of texts of cultural content dedicated to the activities of Russian scientists Lomonosov and Pavlov, using biographical commentary and historical context. The results of the research show that the proposed teaching techniques in the context of intercultural learning contribute to the effectiveness of language learning.

The Importance of the Russian Language as a Foreign Language in Intercultural Dialogue Summary The article analyzes the importance of teaching Russian as a foreign language in the process of intercultural dialogue. Russian as a foreign language is considered as a means of not only language training, but also cultural mediation, promoting mutual understanding, developing intercultural competence and preserving historical ties between Azerbaijan and the Russian-speaking space. The article describes the forms and methods of teaching Russian as a foreign language in Azerbaijani schools, language centers and online platforms, emphasizing the importance of authentic materials and project activities. It also discusses current challenges of teaching in a multicultural environment and prospects for further development of Russian as a foreign language in the context of globalization and humanitarian cooperation. Keywords: Russian as a Foreign Language (RFL), dialogue of cultures, bilingualism, intercultural communication, identity, multilingualism

Introduction: This study takes on the challenge of improving Russian as a Foreign Language (RFL) instruction by exploring how game-based technologies can enhance teaching outcomes.The main objective was to create and put to the test a comprehensive framework that uses gamification to strengthen learners' motivation, engagement, and language development.Methods: A mixed-methods research design guided the investigation.First, an in-depth review of existing literature informed the creation of a gamified RFL course.This course, implemented with two groups of adult learners -an experimental group exposed to the gamebased approach and a control group following a traditional curriculum -was structured around tasks and activities adapted to various skill levels (A1-C1 CEFR).Quantitative performance indicators, gathered at several points during the intervention, measured changes in language proficiency, motivation, and engagement.Concurrently, qualitative feedback from participants shed light on their personal experiences and perceptions.Results: Participants in the gamified group consistently outperformed their counterparts, showing marked improvements not only in language proficiency but also in how motivated and satisfied they felt throughout the learning process.In particular, the game-based format supported the cultivation of communicative competence and heightened cultural awareness.Certain elementssuch as the careful design of tasks, the capacity to adjust to different learner needs, and a clear alignment with instructional aims -proved especially influential in shaping these positive outcomes.

Importance. In the context of digital transformation of education, the need for effective tools to develop spelling literacy among international students is becoming increasingly urgent. The problem lies in the fact that in teaching Russian as a foreign language, spelling is traditionally addressed only fragmentarily, while the didactic potential of digital resources in this area remains insufficiently explored. The aim of the study is to identify the didactic opportunities of digital tools for teaching spelling in Russian as a foreign language (RFL). Materials and Methods. The research is based on system-analytical and descriptive methods. A selection and analysis of digital educational platforms (Moodle, Quizlet, LearningApps, Wordwall, Kahoot, Google Forms, YaKlass, Uchi.ru) was carried out, as well as a survey and interviews with RFL teachers. Theoretical foundations included contemporary works in linguodidactics and methodology. Results and Discussion. The study established that digital resources possess considerable didactic potential, as they provide interactivity, visualization of rules, personalization of learning, rapid assessment, and act as an additional stimulus for students’ independent work. The most effective tools were identified as Moodle (learning management), Quizlet (reinforcement of rules through flashcards), Wordwall and Kahoot (game-based formats). At the same time, certain challenges were revealed, including insufficient digital competence of teachers and a lack of specialized methodological materials. Conclusion. The use of digital resources for teaching spelling in RFL can significantly improve learning outcomes, provided that such tools are systematically integrated into the educational process. A promising direction is the development and implementation of specialized exercises, digital trainers, and teacher training programs within the framework of applying digital resources in teaching practice.

The purpose of the study is to identify the main characteristics and conditions for the implementation of the ethno-oriented approach in teaching Russian as a foreign language (RFL) to foreign students. The article discusses the essence of the ethno-oriented approach to teaching RFL, which is relevant for modern Russian methods. The complexity of this approach and the need to comply with a whole range of conditions in the teaching process are noted. The scientific novelty of the research lies in the identification of these conditions: taking into account the principle of the dialogue of cultures; psychological, methodological and ethical readiness of the teacher to teach foreigners; selection of forms, methods, teaching and control tools with a focus on this principle; comparative study in the classroom of Russian and other languages; self-education of the teacher, increasing his intercultural competence, etc. The significant role of the teacher in the organization of ethno-oriented teaching of Russian as a foreign language is emphasized. As a result, it was found that this approach allows you to make learning more conscious, interesting, effective, ethically correct. The conclusion is made about the indisputable advantages and promising nature of ethno-oriented teaching in RFL.

This article aims to analyze the topic of culture and intercultural communicative competence (ICC) in Russian as a foreign language (RFL) at an academic level. The work offers a critical overview of the main relevant studies in the Russian language on RFL and ICC from 2008 to 2022. The findings show that even the most recent research (in the wake of lingvostranovedeniye and lingvokul’turologiya) still leans on an ambiguous, essentialized, and nationalistic idea of ‘culture’. Finally, through a critical reinterpretation of intercultural dialogue, the author provides a first insight into some new perspectives on RFL teaching.

Стаття присвячена дослідженню особливостей концертмейстерської діяльності, а саме самостійної індивідуальної роботи. Зважаючи на те, що досліджень з питань індивідуальної самостійної роботи фахівців у мистецькій галузі, а саме акомпанементу, замало, автором статті на ґрунті власного досвіду та виконавської практики були окреслені й описані практичні рекомендацій для концертмейстерів щодо самостійної роботи над вивченням музичного твору. У статті розкриваються важливі аспекти роботи концертмейстера. Описуються особистісні якості, уміння та навики, якими має володіти концертмейстер для повноцінної професійної діяльності. У статті висвітлюються основні складники індивідуальної роботи концертмейстера, прийоми та методи вдосконалення його професійних умінь і навичок. Окреслюється спектр завдань і методів роботи у класі хорового диригування, з хоровими колективами, інструменталістами та вокалістами. Проаналізовано основні складники для подолання труднощів у роботі з нотними текстами музичних творів, а саме ґрунтовні знання з теорії й історії музики, педагогіки, психології та музичного виконавства, а також використання сучасних технологій. У статті були окреслені й описані етапи самостійної роботи концертмейстера – розучування та ввігрування музичного твору. Розкрито власну методику вивчення партії фортепіано. Було розглянуто сім етапів індивідуальної роботи, у кожному з яких описано послідовність дій і методів для покращення вивчення власної партії, а саме: ознайомлення з музичним твором; розучування та ввігрування власної партії; вивчення партії соліста; програвання із солістом; спільне ввігрування музичного твору; доконцертна підготовка та, власне, концертне виконання програми.

The purpose of the study is to demonstrate the possibilities of integrating superstitions and omens as an effective means of teaching Russian as a foreign language (RFL) into the educational process through specially developed methodological techniques aimed at fostering the sociocultural and intercultural competence of students within the pre-university training system (language proficiency level – B1). The article substantiates the educational and developmental functions of cultural elements, identifies the characteristics of linguistic units that are relevant for communicative practice, outlines criteria for selecting folk beliefs for their appropriate inclusion in the learning process, and presents and analyzes the results of specific educational tasks. The scientific novelty of this research lies in the fact that, for the first time, superstitions and omens are employed within a traditional RFL curriculum, rather than as part of a specialized course aimed at introducing learners to fragments of Russian folk culture. In conclusion, the study highlights the polyfunctionality and multidimensionality of superstitions and omens as a didactic tool that facilitates the development of intercultural competence within the RFL course.

This study examines precedent phenomena in the works of A.S. Pushkin and their application in teaching Russian as a Foreign Language (RFL), highlighting their significance in linguistic and cultural analysis. Precedent phenomena are defined as words, phrases, or texts with deep historical and cultural significance that are widely used within a native-speaking community. In A.S. Pushkin’s works, these phenomena vividly reflect the characteristics of Russian culture. Integrating precedent phenomena into teaching RFL not only enhances learning effectiveness but also fosters learners' intercultural communication competence. However, research on these phenomena in teaching RFL remains limited. This paper analyzes and proposes methods for incorporating precedent phenomena into RFL instruction for Vietnamese students, thereby improving their linguistic skills and expanding their cultural knowledge.

Individual study is the cornerstone of the modern education system, which is connected, among other things, with the need for lifelong learning. At the same time, a modern student combines educational activities not only with leisure, but also with work and professional development, which explains the research interest in the problem of students choosing a model of independent academic work. Based on the results of existing domestic and foreign studies of students' individual academic work, the authors conducted their own sociological research, the empirical object of which was students of the Financial University under the Government of the Russian Federation. The subject of the sociological research is the individual educational work of students of higher educational institutions. The purpose of the study is to identify models of student's independent academic work. The sociological research consisted of two stages: qualitative and quantitative. During the qualitative stage of the study, 10 in-depth interviews were conducted. During the quantitative stage of the study, a questionnaire survey was conducted (n = 100). The inability to analyze the choice of a model of independent academic work without taking into account the lifestyle and life priorities of the student determined the novelty of this study, in which independent academic work is considered as part of the life of a modern student. The description of models of independent/individual academic work of students is made in the study: students motivation in their individual studies and students motivation by non-academic activities. The criteria for highlighting the models are the ability to organize independent educational work and the level of educational motivation, which were analyzed based on the respondents' answers about their academic performance, self-organization of studies and the desire to change the current approach to educational activities. Authors affirm that the priorities and strategic goals of a student determine the choice of a particular model of independent academic work. Students vary the amount of time for independent work depending on how they currently set their life priorities. Understanding the behavioral models of students makes it possible to increase the efficiency a of the educational process, which explains the practical significance of this study, the results of which can be used as an information base, both for further research and for the effective organization of independent work of students.