LEARNING SITUATIONS IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

Abstract

This article defines the concept of learning situations and examines their role in the language teaching process. It describes how the structure of communicative situations varies depending on learners’ language proficiency. At the early stages of learning, simple everyday situations, mostly greetings, introductions, and basic information exchanges, are predominant. At higher proficiency levels, situations that simulate professional, academic, or sociocultural communication contexts are incorporated. Since it is not feasible for instructors to expose learners to all possible real-life communication scenarios, speaking skills are developed through structured, modelled situations that simulate authentic dialogue. The use of learning situations in teaching Russian as a foreign language enables the recreation of realistic communicative conditions, encourages active student participation in communication practices, and contributes to the development of comprehensive communicative competence - an essential component of effective Russian language instruction. The relevance of this topic is grounded in the need to enhance teaching methods for Russian as a foreign language and to explore new pedagogical approaches.