IMPROVING THE METHODOLOGY FOR DEVELOPING STUDENTS' COMMUNICATIVE COMPETENCE BASED ON INTERACTIVE TECHNOLOGIES IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

Abstract

This thesis examines methodological approaches to developing university students’ communicative competence in Russian as a foreign language through interactive technologies. It highlights that a student's knowledge of grammatical rules does not automatically imply readiness for communication; rather, real communicative situations demand interconnected skills such as understanding thoughts, initiating and sustaining conversations, correcting speech errors, and selecting appropriate styles. Therefore, a crucial task is to orient the educational process not merely towards information transfer, but towards transforming the student into an active conversational partner. It substantiates an instructional cycle combining situational interaction, collaborative tasks, digital discussions, and formative assessment. The proposed framework evaluates meaningful language performance rather than the frequency of digital tool use. The methodological cycle is structured in the sequence: “situation → speech preparation → pair/group interaction → feedback → repeated performance → reflection.” For interactive technologies to be methodologically effective in teaching Russian as a foreign language, they must be applied within a system that includes tasks based on communicative needs, appropriate support materials, collaborative communication, and criterion-based feedback. The proposed learning cycle prioritizes the student's independent communication activity in Russian over the external appeal of technology.