The article contains a social psychological research of foreign students’ motivation to study at Russian universities. The author reviews the psychological concepts of studying motivation. The author analyses foreign students’ motives of building communication skills, as well as the role motivation plays in educational activities.

The article proves that formation of foreign-language communicative competence is one of the core objectives of teaching Russian as a foreign language. The author proves that foreign-language communicative competence is a complex construct which includes linguistic, substantive, and pragmatic competences. Preparatory departments are to create an educational model that would provide formation of foreign-language communicative competence.

The article contains a social psychological research of foreign students’ motivation to study at Russian universities. The author reviews the psychological concepts of studying motivation. The author analyses foreign students’ motives of building communication skills, as well as the role motivation plays in educational activities.

The article proves that formation of foreign-language communicative competence is one of the core objectives of teaching Russian as a foreign language. The author proves that foreign-language communicative competence is a complex construct which includes linguistic, substantive, and pragmatic competences. Preparatory departments are to create an educational model that would provide formation of foreign-language communicative competence.

This article deals with the analysis of the factors influencing the formation of communicative and pragmatic competence in the process of teaching foreign students of the Faculty of Philology, Department of Russian Phraseology. The authors prove that the system of training future teachers of Russian has no sections and courses aimed at the formation of communicative and pragmatic competence in Russian phraseology. The study of the assimilation of phraseological units was carried out in several stages. The first is related to the definition of the level of knowledge of the phraseological system of the Russian language. The second is the level of understanding of certain phraseological units by philology students. The third is the ability to express an evaluative attitude towards someone using phraseological units. The fourth is related to the ability to use phraseological units when evalu...

This article deals with the analysis of the factors influencing the formation of communicative and pragmatic competence in the process of teaching foreign students of the Faculty of Philology, Department of Russian Phraseology. The authors prove that the system of training future teachers of Russian has no sections and courses aimed at the formation of communicative and pragmatic competence in Russian phraseology. The study of the assimilation of phraseological units was carried out in several stages. The first is related to the definition of the level of knowledge of the phraseological system of the Russian language. The second is the level of understanding of certain phraseological units by philology students. The third is the ability to express an evaluative attitude towards someone using phraseological units. The fourth is related to the ability to use phraseological units when evalu...