PRINCIPLE OF ACTIVE COMMUNICATIVENESS IN TEACHING FOREIGNERS THE RUSSIAN LANGUAGE

In the modern teaching methodology, the concept of communicativeness appeared as applied to the practice of studying the Russian language by foreigners. Besides, communicativeness supposes the use of the language being studied from the very initial stages of training in natural interaction purposes and functions or as close as possible to them. Teaching foreigners the Russian language, even in the absence of a Russian language environment, is understood as teaching speech, communication and expression of thought. In the practice of teaching a second language, the educational principle of active communicativeness has developed and it is aimed at establishing direct associative connections, inclusion of students in that “linguistic picture of the world” that is characteristic of native speakers of the studied language, the possible elimination of “mediations” with the native language, and the search for “curtailment” of interlingua code transitions in students' internal speech. It is emphasized in the works of modern psychologists that positive results in learning can be achieved only when the students have an internal urge to learn, clarity in understanding the common goals of learning. The stronger the motive, the greater the need for Functional aspects of intercultural communication. Translation and interpreting issues. Proceedings. 2019. Volume 6 250 speech activity it evokes. The student’s activity and his or her ability to creative actions will depend on the strength of motives. In recent years, there has appeared willingness for a deep study of the goals and motives of learning, which, in turn, has given a fundamental turn to didactics to the personality of the student, the level of his or her claims. The process of mastering the language should be the understanding of living foreign language reality. It requires that language forms and structures be studied in the situations in which they are naturally used by those for whom the language is native. To understand the language an extra linguistic element is required, awareness of the real situation with which this statement relates (Mitrofanova O.D., 1985: 89). As the main conclusions, the following propositions were put forward: 1. One of the pedagogical conditions conducive to the effective formation of the communicative competence of students is the “organization of the process of forming the communicative competence of students” (Vatyutnev M.N., 1988: 37). 2. The second language acquisition is complicated by the fact that in the process of its use the character of reflection of social relations and the expression of categorical features, characteristics of the nomination change. 3. The communicative methodology must be based in a balanced manner on all communications without the help of the mother tongue.