American Journal Of Philological Sciences
11
https://theusajournals.com/index.php/ajps
VOLUME
Vol.05 Issue05 2025
PAGE NO.
11-12
10.37547/ajps/Volume05Issue05-04
Teaching Russian As A Foreign Language in Higher
Education Institutions of Uzbekistan
Mambetmuratova Tileukhan Perdebaevna
Karakalpak Institute of Agriculture and Agro technology, Department of "Languages" teacher assistant of the Russian language,
Uzbekistan
Received:
08 March 2025;
Accepted:
04 April 2025;
Published:
07 May 2025
Abstract:
This article examines the relevance of implementing innovative methods in the process of teaching
Russian to Uzbek philology students specializing in Russian language and literature. It emphasizes that the
functional principle of instruction becomes the central element in Russian language education, while
communicative competence of students is prioritized. The paper highlights the ongoing search for new
approaches, formats, and innovative teaching methods, where the directive model is being replaced by an
interactive, student-centered approach that has proven to be more productive.
Keywords:
Teaching methodology, education, innovation, individualized, grammar, communicative competence.
Introduction:
One of the core principles in the modern
methodology of teaching Russian as a foreign language
(RFL) is considering the students' future professional
specialization. The topic of professionally oriented RFL
instruction has become especially relevant due to the
expansion of cooperation between CIS countries. On
January 26, 2022, the President of Uzbekistan, Shavkat
Mirziyoyev, held a meeting focused on the
development strategy of New Uzbekistan for 2022
–
2026 and its implementation. Among the key priorities
proposed were "For the Honor and Dignity of the
Individual" and "A State for the People." Based on
citizens’ suggestions, the development strategy
emphasized the importance of mastering the languages
of partner countries. Uzbekistan is actively fostering
cooperation with Russia, and the strategy pays special
attention to agricultural development.
The purpose of this article is to promote the integration
of agricultural terminology in Russian into student
education, taking into account their future professional
specialization. Proficiency in the Russian language is a
vital foundation for students
—
future agricultural
engineers
—
as it helps them become well-rounded and
competent professionals. Knowledge of Russian
enables young specialists to actively engage in science
and production. Enhancing RFL teaching methodology
will contribute to improved language training,
professional
readiness,
and
communicative
competence of future specialists in professional
contexts [1].
It is the aspiration of every student, and of anyone
learning a foreign language, to be able to speak
correctly and express their thoughts clearly in the
target language. Teaching any academic subject
requires responsibilities and efforts from both the
instructor and the learner. The instructor must select
appropriate methodologies and tasks for different
types of activities, choose learning materials according
to students' proficiency levels, and more. Learners
must demonstrate effort, diligence, and responsibility.
Unlike other subjects, language learning involves
expressing thoughts and feelings, which are not
confined to the classroom but accompany the learner
everywhere. This implies the importance of mastering
not only a foreign language but also one's native
language. "While the development of one’s native
language begins with spontaneous speech and
culminates in awareness of linguistic forms, learning a
foreign language begins with conscious mastery and
ends in spontaneous communication" [2, p. 58].
Additionally, proficiency in a foreign language
enhances students' career prospects, enabling
participation in international projects and success in
global agricultural endeavors [5]. A native language is
acquired alongside social experience. In higher
education, Russian language programs focus on
American Journal Of Philological Sciences
12
https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
deepening students' understanding of grammar,
phonetics, and vocabulary, placing increasing emphasis
on language systems
—
especially grammar. Major
challenges still include a lack of active oral practice for
each student. RFL instruction should be based on the
development of speaking skills through oral exercises,
rather than purely theoretical study. Students must not
only learn the basics of Russian, but also be able to
communicate effectively and meaningfully in both
professional and everyday settings.
Teaching Russian as a foreign language is currently
carried out in the context of global changes in
education. Goals, learner needs, and instructional
conditions have all shifted. A move from quantitative to
qualitative changes has taken place: the mass approach
to language learning has evolved into a more
individualized one, with students determining not only
the linguistic, but also the cultural aspects of their
learning process [3, p. 115].
The main objective of foreign language teaching today
is not merely to teach the language system (i.e.,
linguistic competence), but to develop communicative
competence
—
the ability to carry out verbal
communication in the target language in various
spheres. Communicative competence is based on a set
of linguistic knowledge, speaking skills, and practical
abilities developed in class [4, p. 154]. Emphasis is
placed on independent learning, including theoretical
reading, using educational web resources, self-checks
through questions and tests, and completing practical
tasks. Nevertheless, 50% of learning success depends
on the students themselves
—
their persistence,
diligence, and initiative. No matter how inspiring a class
is, it cannot last longer than an hour and a half; after
class, students are left alone with their efforts and
imagination. Therefore, they are advised to follow the
well-
known saying: “Repetition is the mother of
learning.” The more students review and deepen their
understanding of the material, the better they will
retain it.
This is especially relevant in the context of increasing
labor market competition in Uzbekistan, where local
specialists must match the competence of graduates
from foreign institutions. Contemporary methods of
teaching Russian in Uzbek universities recognize that
lexical difficulties stem both from the nature of Russian
vocabulary and from differences with the students’
native languages. Since Russian words are not learned
in isolation but in relation to others, students benefit
from comparative and contextual learning, which eases
acquisition. Special attention should be paid to word
semantics to ensure correct understanding and usage
in speech. The instructor’s live communication, direct
engagement with students, and consistent feedback
provide undeniable advantages. No matter how many
technological tools are used, the teacher remains the
central figure in the learning process and must speak
clearly and accurately without grammatical or stylistic
errors.
Integrating agricultural terminology into RFL classes
can
significantly
improve
Uzbek
students’
comprehension of study materials, foster independent
and systematic knowledge development, and
encourage them to read professional literature and use
terminology dictionaries. Future agricultural specialists
must not only understand Russian and navigate
academic or reference texts, but also apply specialized
terms correctly in professional subjects. Mastering
terminology under the guidance of RFL instructors will
help students independently expand their professional
vocabulary and confidently use it in their future
careers.
REFERENCES
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Strategiya razvitiya Novogo Uzbekistana na 2022
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2026
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есть официальный источник –
вставим
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