The motivation behind this paper is to feature the significance of sociolinguistic and logical highlights in the educating and testing cycles of Russian as an unknown dialect with Austrian college understudies. Educators of Russian appear to have an inclination for etymological capabilities, like phonetics, morphology, sentence structure and lexis, thus disregarding or in any event, overlooking sociopragmatic highlights - particularly while testing understudies' accomplishment or capability on different skill levels. This paper presents ideas for how to move from mindfulness raising activities to open undertakings to reinforce the understudies' sociopragmatic abilities; besides it talks about the job of different types of legitimacy in the Russian language study hall, like skill realness and voice validness, among others. Educators needing to further develop understudies' open skill should be made mindful of the way that consolidating sociopragmatic highlights into their instructing and testing isn't such a lot of ward on the decision of material, but instead on how they will manage it.
