A model for teaching oral Russian to foreign students using debate technology

Importance. The current stage of higher education development in Russia is characterized by a significant increase in the number of international students, which highlights the task of developing their communicative competence, particularly in productive speech activities like speaking. This article addresses the problem of finding effective methodological solutions for developing oral speech skills among foreign learners. The technology of debates is proposed as a promising tool with significant didactic potential, yet it remains under-researched in the context of teaching Russian as a foreign language. Unlike classroom discussions, debates, as a strictly regulated form of communication, lack systematic methodological description for use with a foreign-language audience. The study aims to develop and theoretically substantiate a methodical model for teaching oral Russian speech to international students using debate technology. The model is designed to resolve the contradiction between the acute need for developing spontaneous speech skills and the lack of systemic approaches that facilitate the transition from reproductive to productive skills in the context of professionally-oriented communication. The model is based on the principles of the communicative-activity approach, and its structure comprises target, methodological, contentprocedural, and assessment-result blocks. The purpose of the research is to develop and theoretically substantiate a methodological model for teaching oral Russian to foreign students using debate technology.

Materials and Methods. The research materials and methods comprise a comprehensive analysis of scientific literature on foreign language teaching methodology in general and Russian as a foreign language (RFL) in particular, a systems approach to designing the educational process, as well as methods of modeling and theoretical substantiation of the pedagogical technology.

Results and Discussion. A four-component teaching model has been proposed, comprising target, methodological, content-procedural, and assessment-result blocks. The model is based on the integration of the person-activity approach with the debate technology and provides for the gradual development of oral speech skills in simulated professional communicative situations. A system of criteria for assessing learning outcomes has been developed, which takes into account contentrelated, discursive, and linguistic aspects of oral speech.

Conclusion. The theoretical significance of the study lies in the development of the methodology for teaching Russian as a foreign language (RFL) by substantiating the integration of debate technology into the process of forming communicative competence. The prospects for further research are associated with the adaptation of the developed model for different student training profiles, taking into account the specifics of their specialization.

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