Methodological aspects of using toponyms in teaching guides on Russian as a foreign language

the article examines the role of toponyms in textbooks on Russian as a foreign language (RFL) and their influence on the formation of lexical, grammatical, communicative and cultural competencies of students. The purpose of the work is to identify the degree of methodological development of toponymic material and to develop recommendations for its effective integration into the educational process. The main method used is a content analysis of popular textbooks ("Road to Russia", "Progress"), on the basis of which the structure, didactic principles and forms of inclusion of toponyms are studied. Particular attention is paid to the degree of their regional studies and communicative load. The results showed that in most textbooks toponyms are used primarily to practice grammatical constructions, without due regard for their cultural significance. The work proposes a set of methodological solutions aimed at expanding the functional potential of toponyms: strengthening the regional studies component, using interactive maps, multimedia resources and communicative tasks simulating real speech situations. The practical significance of the study is that the introduction of new approaches to working with toponyms will increase students’ motivation, improve their understanding of Russian culture and geography, and also form a more conscious perception of language as a means of intercultural communication.

Russian as a foreign language, toponyms, communicative methodology, teaching aids, linguacultural studies, language competence, intercultural communication