Linguodidactic potential of toponyms in teaching Russian as a foreign language: grammatical, word-formational and methodical aspects

the article examines the multi-aspect linguodidactic potential of toponyms in the process of teaching Russian as a foreign language (RFL). The main attention is paid to the grammatical, word-formation and methodological aspects of working with toponyms in the educational process. The purpose of the study is to identify the possibilities of using toponyms as a multifunctional didactic tool that contributes to the formation of lexical, grammatical and socio-cultural competencies of students. Within the framework of the set goal, the following tasks were solved: grammatical models of toponym use (in particular, case forms and governance) were analyzed, the main methods of toponym formation were determined (suffixal, prefixal and suffixal-prefixal), and effective methodological techniques for including toponymic material in the educational process at various stages of training were systematized. The research material included current textbooks on Russian as a foreign language, authentic texts, as well as excerpts from scientific and methodological texts containing specific examples of the use of toponyms. Based on the analysis, pedagogical advantages of working with toponyms were identified, including the development of linguistic intuition, increased motivation, strengthening of inflection and word formation skills, as well as familiarization with the cultural picture of the world. The practical significance of the work lies in the possibility of using the obtained results in the development of curricula, creating exercises based on toponyms and designing communicative tasks aimed at the intercultural integration of students into the Russian-speaking environment.

toponyms, Russian as a foreign language, grammatical competence, word formation, teaching methods, linguodidactics