Russian Federation
UDC 378
UDC 81
Introduction. This article examines the issue of sustaining stable motivation among international students specializing in Economics to communicate in Russian within the context of the digital transformation of higher education. The study analyzes the causes of declining motivation for communication, which are associated with difficulties in perceiving and mastering the terminology of professional discourse, lexical and grammatical structures of the academic style, the lack of skills in working with Russian-language information sources, insufficient proficiency in analyzing texts reflecting the specifics of the economic sphere, and the inadequate use of the potential offered by modern digital technologies. The aim of this research is to develop a pedagogical model of infographics and integrate it into the educational process of teaching Russian as a Foreign Language, focusing on the language of professional communication for Economics students. The methodological framework includes an analysis of scholarly pedagogical literature on the subject, as well as the method of participant observation. Results. Specific methodological techniques for working with various types of infographics in Russian language classes for Economics students (within the domain of professional communication) have been developed. The author proposes a classification of professionally oriented infographics, defines the stages of working with them, and establishes criteria for the effectiveness of their application. The findings of this study can be applied in the practice of teaching Russian to international students of Economics. The scientific novelty of the article lies in considering infographics as a didactic tool that fulfills not only an illustrative function but also a motivational and meaning-generating role, thereby establishing a link between language skills and professional competencies. The theoretical significance of the research consists in substantiating the principles for selecting and pedagogically adapting infographics to address the objectives of Russian language training. The practical significance is embodied in the development of specific instructional strategies for engaging with diverse types of infographics in Russian language classes for Economics students, within the framework of professional communication. The author provides a classification of profession-oriented infographics, outlines the stages of their implementation, and specifies the criteria for assessing their effectiveness.
Russian as a foreign language, the language of professional communication, international students, digital educational technologies, motivation, infographics
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