DESIGNING A PROCESS FOR TEACHING RUSSIAN VOCABULARY IN A MULTILINGUAL ENVIRONMENT

Abstract

The article is devoted to the design of the process of teaching Russian vocabulary within a multilingual university environment. The relevance of the work is driven by the insufficient effectiveness of traditional approaches and the necessity for the systematic development of students' lexical competence through the implementation of media content.

The authors outline methodological solutions for designing the Russian vocabulary instructional process in a multilingual setting. Specifically, the paper clarifies an original model for organizing lexical work based on the comparative use of the students' native languages, the gradual introduction and reinforcement of vocabulary within a communicative context, and the integration of project-based and digital learning technologies. These methodological solutions are accompanied by specific examples of assignments and implementation stages, demonstrating their practical applicability in the educational process.

Accordingly, the goal of this article is to develop a methodology for teaching Russian vocabulary based on an assessment of students' general and academic competence using media technologies. The authors analyze the mechanisms of word perception and memorization, highlighting modern trends in linguodidactics.

During an experiment involving 120 participants, methods such as multiple testing, oral and written assignments, and surveys were employed. The study revealed "pre-university lacunae" in the knowledge of future Russian language teachers. The results showed that despite a significant volume of passive vocabulary, students experience difficulties with low-frequency and academic lexis, and their productive skills are substantially lower than their receptive ones.

Based on the survey results, 98% of respondents supported the implementation of innovative media tools. Utilizing the data on “residual knowledge”, a teaching strategy was proposed that combines classical methods with media content. This approach allows for the effective correction of lexical deficits and increases the efficiency of Russian vocabulary acquisition by activating cross-linguistic connections and forming the multilingual communicative competence of students.