Model of linguocultural adaptation of foreign highly skilled specialists to the Russian-speaking environment

Relevance of the work is due to the necessity to develop methods of foreign highly qualified specialists’ speedy adaptation to the linguocultural environment in Russia at the lessons of Russian as a foreign language (hereinafter - RFL).

Goal of the article is to present a model of linguocultural adaptation of foreign highly skilled specialists to the Russian-speaking environment, as well as to describe a large, but least studied group of people from the point of view of teaching methods of RFL - foreign highly skilled specialists living and working in Russia and studying Russian as the language of the country of temporary residence. The model of linguocultural adaptation was tested and showed its effectiveness in the lessons of RFL for the adaptation of the group described by us.

 Procedure and methods. The main methods of research are: description; analysis; generalization and systematization of the researchers’ views; sociological method (survey); method of comparing situations of cross-cultural communication.

Scientific novelty / theoretical and / or practical significance. The results of our work reveal the problems of teaching RFL and the issues of adaptation to the Russian linguocultural environment of a relatively poorly studied contingent from the point of view of teaching methods of Russian as a foreign language and sciences devoted to cross-cultural adaptation. This contingent comprises high-level foreign specialists and representatives of international business. We have developed and tested a model of linguocultural adaptation of this contingent, which can be used in special courses on cross-cultural communication, in the practice of teaching Russian as a foreign language, and in cross-cultural trainings.

Results. The problems of teaching RFL for foreign highly skilled specialists have been identified and a model of linguocultural adaptation of foreign highly skilled specialists to the Russian-speaking environment has been developed. The implementation of the model of linguocultural adaptation in the educational process helps to overcome these problems.

Conclusions. It is ascertained that the proposed model of linguistic and cultural adaptation to the Russian-speaking environment has shown its effectiveness at the lessons of Russian as a foreign language. The results of our work contribute to solving the problems of teaching Russian as a foreign language and the issues of linguistic and cultural adaptation foreign highly qualified specialists, representatives of international business to the Russian-speaking environment.

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