The communicative and aesthetic principle in teaching Russian as a foreign language to international students of technical specialties

Objectives. In the context of the internationalization of higher education and the growing role of the Russian language as a means of professional communication in educational environments, the search for effective methodological solutions for teaching foreign students in technical disciplines has become particularly relevant. The aims of this study are twofold: to provide a scientific rationale for the methodological relevance of the communicative-aesthetic principle in teaching Russian as a foreign language to students of technical specialties; and to identify the impact of the communicative-aesthetic principle on the development of student speech culture and the formation of professional communication skills.

Methods. The methodological framework includes a comparative analysis of existing pedagogical approaches which incorporate communicative and aesthetic elements, along with classroom observation in multilingual technical university settings. In order to ensure objectivity in the findings, elements of both quantitative and qualitative analysis of student responses and speech production were used.

Results. The findings indicate that the application of the communicative-aesthetic principle enhances precision and motivation amongst students learning the Russian language aligned with literary norms. A number of observations were made including: increased interest in language learning; improved integration into the academic and cultural environment; and the development of speech aesthetics. All these factors contribute to the formation of a professionally relevant linguistic worldview.

Conclusions. The communicative-aesthetic principle can be considered as an effective methodological tool in teaching Russian as a foreign language in technical universities. Its implementation enhances the educational potential of speech instruction and fosters the integration of aesthetic components into professionally oriented communication. The practical significance of the study lies in the potential application of the developed methodological recommendations in educational programs and teaching materials. A promising area for further research is the creation of didactic resources aimed at developing professionally oriented speech and fostering creative thinking among students.

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