Ethnomethodology in Teaching Russian as a Foreign Language to Azerbaijani Students

Abstract

The article examines ethnomethodology as a branch of linguodidactics focused on incorporating the cultural and linguistic background of learners when teaching Russian as a foreign language. The subject of analysis is the educational setting of teaching Russian to Azerbaijani students. This environment is characterized by a bilingual setting, regular interaction with Russian-language media and communication practices, as well as a specific profile of interlingual interference at phonetic, lexico-grammatical, and pragmatic levels. It is shown that the ethnomethodological approach is not limited to "national examples" but rather involves systematic work with the typological differences between languages and cultures, communicative norms and strategies, and cognitive habits of text production and perception. The study substantiates the necessity of combining contrastive analysis, communicative-pragmatic training, and text-centered technologies, which enable the formation of a sustainable speech competence in academic and professional spheres. Keywords: Russian as a foreign language, ethnomethodology, Azerbaijani students, interlingual interference, contrastive approach, linguocultural competence, communicative methodology, text-centered learning