In the context of globalization, Russian continues to be actively studied as a foreign language in many countries where there is no natural linguistic environment for its functioning. Teaching Russian as a non-native language in a non-linguistic environment is a complex pedagogical process driven by both objective and subjective factors. The absence of a permanent language environment, limited communicative situations, as well as differences in national and cultural traditions have a significant impact on learning outcomes. The article discusses the main methods, approaches, and principles of teaching Russian as a non-native language and analyzes ways to improve the effectiveness of the educational process in a non-linguistic environment.
| Mualliflar | Siradjitdinova, Nargiza, Сираджитдинова, Наргиза, Siradjitdinova, Nargiza |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2026-02-25 |
| Jild | 7 |
| Son | 2/S |
| Betlar | 119-123 |
| Til | Rus |
| DOI | 10.47689/2181-1415-vol7-iss2/s-pp119-123 |
DOI: 10.47689/2181-1415-vol7-iss2/s-pp119-123 · Maqolaning asl sahifasi
коммуникативные методики, цифровые технологии, посильность, наглядность, системность, активное общение, структурный подход, компетентность, произношение, графика, чтение, лексический минимум, communicative techniques, digital technologies, feasibility, visibility, consistency, active communication, structural approach, competence, pronunciation, graphics, reading, lexical minimum, kommunikativ texnologiyalar, raqamli texnologiyalar, maqsadga muvofiqlik, ko‘rgazmalilik, izchillik, faol muloqot, strukturaviy yondashuv, kompetensiya, talaffuz, grafika, o‘qish, leksik minimum
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