Communicative and Linguocultural Competencies as the Basis for Learning Russian as a Foreign Language

   Relevance. The work presents an innovative approach to mastering linguocultural and communicative competencies, which are the basis of the study of Russian as a foreign language.

   Aim. To apply experimental training on the creation of information blocks to improve the linguistic and cultural competence of foreign students.

   Methodology. Research methods used in the work include observation, questioning, study and analysis of psychological and pedagogical literature, practical classes, data processing methods. Experimental training was also practiced, which consisted in the use of innovative technologies in the classroom within the framework of project activities.

   Scientific novelty and/or theoretical and/or practical significance. The scientific novelty consists in an innovative approach to creating information blocks for mastering the presented competencies. The theoretical and practical significance lies in our description of the innovative method of creating information blocks, as well as in their use in the study of Russian as a foreign language.

   Results. Application of experimental training to creating information blocks enabled us to come to the following results: an increase in the level of students' mastery of communicative competence; more frequent use of words with NCC (national-cultural component) by students in their speech, which led to the formation of linguistic and cultural competence (the primary questionnaire results revealed a low percentage of the use of words with NCC and the level of competence formation). Having studied the initial level of competence formation among the students, we came to the conclusion that the majority of the students (the average is 35 out of 40 in the control group) have a reproductive (nascent) level, only 5 people (the average) have a sufficient level, no one has an advanced level. To process the presented results, we applied the methods of mathematical statistics: nonparametric and Mann Whitney U-test. Such calculations were carried out once a semester, at the final stage the following was revealed: the level of formation of communicative, linguistic and cultural competencies increased to 87 %, the use of words with NCC in the speech of foreign students became 3 times higher.

   Conclusions. Using information blocks, students easily master the words with NCC. They develop linguistic and cultural and communicative competence, which further helps students to enter into a dialogue with native speakers and use this knowledge and skills in their professional activities.

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