In the teaching of the Russian language as a foreign language, there is a problem of constant updating of teaching materials. Educational texts should not only form the competence of studying Russian as a foreign language, but also take into account an individually-oriented approach and influence the process of acculturation of foreign students. This acculturation, which is an integral part of the formation of communicative competence, allows us to update linguacultural information and develop new methods for increasing the effectiveness of teaching Russian language as a foreign language. In addition, this helps to increase the involvement in the process not only of the student, but also of the teacher, who is emerging from the situation of regular repetition of used models. The instructional text serves as a demonstration of linguistic patterns, so we can say that the information about the regional geography is recognized by the student as a background. But the text can and must work with the cognitive level of the language personality, with a field of meanings and values. In the teaching of foreign students, the concepts of Russian mass culture can play an important role, since it serves as a universal communicative code that can create a single field for the formation of one's own statement. The presented lesson "VizborandVizbor" is included in the communicative-speech workshop for ethnically diverse groups studying Russian at a basic level. Tasks summarize the material on the topic "Free time, rest, interests".
One of the leading problems of modern Russian literary criticism is the development of grounds for describing the modern literary process as a complex interaction of new communicative conditions for the existence of artistic literature, new forms of its production and consumption. Since the sphere of literary studies has been searching for universal laws for describing artistic creativity for more than two centuries, and the poetics of literature was formed within the framework of various methodological schools, that are in a state of intense discussion, there are a number of approaches that put fundamentally different meanings into the same concept. The analysis of the accepted approaches in the description of the term “literary process” in Russian literary criticism, traditional conventions in the presentation of the literary process that have developed in Russian literary criticism under the influence of global and local trends, leads to the conclusion that the study of the literary process as a theoretical problem has come to the point of the need to create a new work of a generalizing type, which is associated with the actualization and reactualization of a number of methods.
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