Contemporary Classroom Dialogue as a Tool for Enhancing Learning Outcomes in Russian as a Foreign Language Instruction at the Preparatory Department Level

Abstract

Teaching foreign nationals at the preparatory faculty is characterized by limited timeframes and stringent requirements for language proficiency. The traditional monologic teaching model does not always ensure the necessary intensification of the learning process, which underscores the urgency of developing new, effective formats for interaction between instructors and international learners. Aim. To provide methodological substantiation of the potential of modern educational dialogue as a key means of intensifying the educational process in the practice of teaching Russian as a Foreign Language. Methodology and research methods. The study employs methods of scientific literature analysis, comparative analysis of foreign language teaching methodologies, and modeling of the educational process aimed at developing speech skills. Results. Pedagogical conditions for the effective organization of dialogic interaction between the teacher and students, including digital forms of educational dialogue, have been identified. A change in the teacher's function has been recorded: from the transmission of ready-made knowledge to the organization and support of educational students’ interaction. Scientific novelty. Modern educational dialogue is considered as a leading organizational form of intensification, rather than an auxiliary method in the process of teaching Russian as a Foreign Language; the concept of "digital educational dialogue" for asynchronous work in training foreign learners has been introduced. Practical significance. Methodological recommendations for implementing dialogue technologies into the educational process have been developed, contributing to the optimization of students' material acquisition, reduction of the language barrier, and development of educational autonomy of foreign learners.