Abstract
Every year, students and interns come to Tashkent State University of Oriental Studies from different countries who have studied Russian at universities for some time. However, their knowledge of the Russian language is rather passive, since, having a certain vocabulary, they cannot use it sufficiently. The article describes the introduction of innovative approaches in the teaching methodology of RFL into the educational process. The content, methods and techniques of teaching are determined not only by the ultimate goals, but also by the degree of preparedness of the students. The effectiveness of training depends on how successfully it is possible to use the existing speech skills and the language stock of students to form new skills, how quickly the disadvantages of foreign language skills are overcome. When setting to activate passive language proficiency, the main attention is directed directly to the formation of speech ability. In order for the tasks of activation to be solved in a short time, all the essential signs of verbal communication should be reflected in the educational material, and the listeners should have mastered.
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