In the article analyzes the semantic, syntactic and pragmatic features of the construction “Which of NP[gen] NP[nom]”, that is implemented mainly within the framework of the dialogue in the model of which of the PronPers[gen] NP[nom]. The most frequent placeholder of the component with the pronoun is the word me. Among the placeholders of the second variable component there are words indicating the social status of the object or its social role; a negative subjective assessment is emphasized by the intonation of SF when using IK-2; from the point of view of pragmatics, SF is used in indirect expressive speech acts.

   The article considers the concept of a communicative situation as an autonomous fragment of dialogic discourse. The study was conducted on the example of the communicative situation of a speech act (hereinafter referred to as RA) of a sentence. A communicative situation is understood as a microdialogue caused by the realization of the intention of the speaker. We analyze the general meaning of the incentive RA, its semantic types, such as request, proposal, demand, advice, order, etc. and dwell in detail on the ways of formal implementation of the communicative situation of the proposal. Such situation includes several structural elements. 1. Semantic subtypes of RA offers: a) offer of joint action; b) offer of interaction and c) kind offer of help. 2. Each subtype of the sentence is presented in its grammatical varieties, as well as modifications using introductory phrases and particles. 3. The interlocutor’s reactions to each subtype of the sentence speech act, or communicative. The article considers only the communicatives expressing a positive reaction of consent.

   The article is about the role of basic values of Russian and Italian linguacultures in teaching Russian as a foreign language. It considers the possibilities of using the results of a comparative study of common human values in teaching intercultural communication. The author describes the methods of studying and describing common human values, presents the data obtained through experimental research of specific values of the Russian and Italian linguacultures, and identifies common and nationally labeled elements.

   The article is about the observation of the interfering influence of the Italian language on the formation of plural forms in the Russian speech of Italians, which can lead to the erroneous formation of plural forms from the Russian words singularia tantum.

   The purpose of this study is to establish the main linguistic causes existing in the Russian and Italian languages, which are the basis for the occurrence or absence of such type of interference and
related errors; which, in turn, allows us to understand the nature of errors in the speech of non-native speakers.

   The research was conducted on the material of authentic translated texts written by Italians for educational and other purposes.

   The relevance of the topic is due, on the one hand, to the frequency of the formation of plural forms from the words singularia tantum in the Russian speech of Italians; on the other hand, the need for a clear understanding of the linguistic nature of such errors.

   It is important to emphasize the unsystematic nature of the formation of number forms in nouns in Russian and Italian, as well as the unsystematic nature of grammatical litters describing the category of numbers in bilingual and explanatory dictionaries, which creates a significant methodological difficulty.

 

   The article presents а research on paronymy in teaching Russian as a foreign language. By paronyms we mean words that have a different form due to their affixes and at the same time have a similar meaning due to their common root. Not being full synonyms, they are often used synonymously in speech communication and thus in certain contexts are regarded as mistakes in the field of speech culture. The phonetic similarity in paronyms is caused by the unity of the root and is in most cases supported by the phonetic resemblance of affixes. Paronyms are studied both within the framework of linguistic studies that reveal the systemic features of that linguistic phenomenon, and in textbooks on speech culture, where the emphasis is made on identifying and preventing mistakes in speech usage. Based on the analysis of examples of paronymic mistakes made by foreigners in Russian Learner Corpus, the article presents a classification of prefixal verb paronymy confusions, supplementing the list of mistake types described in existing studies. In accordance with the identified list, additions to the methodological recommendations for working with paronyms in teaching Russian as a foreign language are proposed.

   In the context of increasing intercultural interaction in education, the knowledge of specific features in other cultures and the ability to use the tools enabling more effective intercultural communication in the educational process is of particular importance. The concept of cultural intelligence is aimed at successful intercultural communication, but now its description in the field of language learning is fragmentary.

   The purpose of the article is to analyze the concept of cultural intelligence and to highlight characteristics relevant to teaching a foreign language (on the example of Russian as a foreign language).

   The paper describes the concept of cultural intelligence, as well as the main directions of the application of the theory in an educational context (from the teacher’s perspective, from the student’s perspective and from the teaching materials’ perspective).

   The study’s novelty is related to the analysis of learning materials for their potential to have a meaningful impact on the level of cultural intelligence of students.

   Comprehensive understanding of the above-mentioned issues allow highlighting the key areas of empirical research that exist now, as well as outlining the prospects for further research. Thereupon, of particular interest are the studies of cultural intelligence and ethnic identity of students in the context of the mutual influence of these parameters on the organization of the educational process and academic results of students.

   By the example of teaching Russian as a foreign language the article analyzes how distance learning methods applied during the COVID-19 pandemic impacted the face to face learning approaches and influenced both students and teachers after the return to the classroom environment. On the one hand, there is a significantly increased role of information and communication technologies, which make it possible to model authentic language environment, to equip training courses with interactive materials, to increase the share of independent work of students, to increase their motivation and emotional involvement in the learning process. On the other hand, a significant change in the learning experiences and classroom skills of a new generation of students is being documented. The authors investigate the challenges encountered by learners of Russian as a foreign language during the pandemic era in their reading, listening, writing, and speaking practices. The authors conclude that the period of distance language learning impacted significantly on its face-to-face form, which, in turn, cannot but affect the methodology of teaching Russian as a foreign language. The most pressing task at present for instructors and teaching professionals is understanding how to use the experience acquired during the pandemic period for improving both face to face and combined learning practices in the most effective manner. As well as to find a reasonable balance in the use of e-learning tools that would allow to successfully overcome the pedagogical challenges posed by the recent return to face-to-face learning.

   The article is about using media formats in the teaching of Russian as a foreign language (hereinafter RFL). New digital media have now become an integral part of our lives, including actively penetrating the field of education. Working with new digital formats both receptive and productive types of speech are activated in the complex. It allows studying the most effective methodological techniques for working with new formats in teaching foreign speakers, as well as those formats specifics.

   That makes the present work relevant and promising.

   The article attempts to show the main media formats used in teaching RFL, depending on the selected information channels: training podcasts, infographics and videos. The paper also contains data from a survey among foreign students on the use of educational video materials. The survey revealed increased student’s interest in incorporating new media formats into traditional classes. Special attention is paid to the video scribe format, which best combines different modes of information transmission. The results indicate the great methodological potential of media formats in RFL.

   The article presents a functional and communicative model of working with professional text in the process of assimilating and producing a language thesaurus of international legal topics in Russian in a foreign audience at an advanced stage of training.

   The purpose of the study is to develop an integrated methodically grounded approach to the process of teaching the language of a specialty, in our case – the language of a future specialist in the field of international law and international relations.

   The research is based on an interdisciplinary approach to the studied problematics, since the formation of professional competencies among foreigners occurs in Russian, which is a means of obtaining a specialty. The general scientific methods of cognition used in this study include observation and analysis of the text and linguistic material, an experiment to test the developed methodology, and analysis of the results obtained. The article substantiates an integrated approach to the study of professionally oriented text, describes the grammatical, lexical and conceptual difficulties characteristic of professional non-adapted texts and hindering their production by foreign students. The selected lexical material, on the basis of which the analysis of the integrated approach was carried out, was not previously included in such studies. In the conclusion of the article, the results of the experimental final testing of students are given, indicating the productivity of the described complex methodological training model.

 

   Within the framework of the leading communicative method of language teaching, the center of the lesson is communication. However, researchers and practical teachers note the specific properties and limitations of the distance form of language teaching, in particular, the format of synchronous online lessons, such as insufficient volume of students’ speech. The article argues for the need to use special pedagogical strategies as a key way to implement a communicative approach in online RFL classes. It describes the main characteristics of the facilitator’s competence in the aspect of RFL training. The concept of pedagogical facilitation strategy is introduced as a way to overcome difficulties in online communication and create a productive communicative environment in an online lesson. Its main components are described: didactic and linguistic, as well as the functional language of the communicative strategy of interaction, which should be learned by students, is presented. The didactic component is illustrated by specific pedagogical techniques within the framework of that strategy, contributing to the formation of a communicative environment. In addition, a list of learners’ language functions and their corresponding language is provided, the teaching of which is necessary for successful interaction in educational synchronous online communication. The article shows first results of a qualitative study aimed at improving the effectiveness of online communication in RFL classes. The research aims to contribute to the digital linguodidactics of RFL and to increase the success of designing a productive educational environment in RFL online learning.