Abstract
The criteria for assessing the phonetic component of educational and methodological complexes in Russian as a foreign language are set out basing on the analysis of teaching aids and the experience of teaching phonetics of the Russian language to foreign students. When evaluating existing manuals as well as designing teaching materials, it is necessary to take into account both substantive criteria (correctness and completeness of the description of the work of the articulatory apparatus, the systematic organization of educational materials, the presence of exercises to develop the ability to correlate the phonetic and graphic appearance of a word, correlation with the phonetic characteristics of the students’ native language), and methodological criteria (variety and level of complexity of tasks, completeness of methodological support, allowing to work out various aspects of Russian phonetics, to consolidate skills and control the result).
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