At present, there is a growing interest within the educational sphere in interactive forms of instruction that foster the development of students’ communicative competence. One of the mentioned form is communicative training, which integrates linguistic, speech, and sociocultural components, thereby facilitating learners’ readiness for interpersonal and intercultural interaction. The relevance of this study lies in the necessity of identifying and analyzing the potential of communicative training in the context of enhancing the effectiveness of teaching Russian as a foreign language (RFL). The aim of the article is to determine the linguo-didactic potential of communicative training and to present its structural model from the perspective of practical application in teaching international students. The research is based on the analysis and systematization of findings from both Russian and international scholars in the fields of psychological and pedagogical foundations of training, the communicative approach to foreign language teaching, and pedagogical modeling, which collectively define the current vector of development in linguo-didactics and RFL methodology. The article presents a model of communicative training as a means of teaching RFL which consists of seven interrelated blocks. Each block ensures the systematic development of students’ communicative competence, critical thinking, and intercultural communication skills as well as conducing the enhance of motivation of students. The study found that communicative training functions as an independent methodological unit in RFL instruction, possesses a significant didactic potential and the ability to integrate cognitive, communicative, and sociocultural dimensions of learning. The proposed model can be implemented in teaching practice both within individual lessons and a series of sessions. These combinations ensure the flexibility in the delivery of educational content and increasing the effectiveness of material acquisition.
communicative training, teaching Russian as a foreign language, linguodidactic potential, communicative competence, interactive teaching methods, role-playing, intercultural communication
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