The article presents a new approach to the formation of basic skills of producing/transmitting/retransmitting information in inofons at the initial stage of learning Russian as a foreign language (RFL) necessary for further implementation of competent and effective verbal interaction accounting for the ethnocultural specifics of the country of the target language, various communication needs, and sociolinguocultural features of a communication situation.
The initial stage of teaching RFI includes the stage of speech adaptation the organization of which is described as a multidimensional formation at the intersection of several structural and content components – cultural, psychological, pedagogical, and social. Based on the synergetic characterization of all constituents of the stage of speech adaptation, the content, principles, and methods of the implementation of educational material demonstrating a convergent approach to teaching and allowing one to increase the efficiency of mastering RFL are presented.
The methodological concept of the work is based on combining the methods of complex theoretical description and socio-pedagogical, observational, and pivotal and diagnostic research extrapolated to the real-life educational process of the preparatory faculty. Practical implementation of the described methodology allows formulating the parameters of the model for teaching RFL at the stage of speech adaptation that are to become the basis for creating a textbook of RFL.
The results of the conducted study and the approbation of a linguomethodical strategy demonstrate that the proposed multidimensional model will ensure the dynamic development of inofons’ cognitive and creative self-learning ability which, in turn, will serve as the basis for the formation of a multilingual and multicultural personality.