Journal of Social Sciences and Humanities Research Fundamentals
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TYPE
Original Research
PAGE NO.
89-92
DOI
OPEN ACCESS
SUBMITED
18 March 2025
ACCEPTED
14 April 2025
PUBLISHED
16 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Interactive Teaching
Methods in Russian
Language Lessons
Isamova Pakiza Shamsievna
Candidate of Pedagogical Sciences, Associate Professor of the Department
of Pedagogy and Psychology, Uzbek State University of World Languages,
Uzbekistan
Abstract:
The article discusses one of the approaches to
modernizing education based on competencies, namely
through the use of interactive forms of learning.
Mastery of interactive learning technology contributes
to the development of qualities in students that meet
the requirements outlined in the new generation of
state educational standards.
Keywords:
Interactive teaching methods, dialogic
communication, teaching methods, innovative forms of
learning.
Introduction:
Modern society and a new outlook on life
place special demands on the school. Today, the primary
goal of education is not only for the student to
accumulate a certain amount of knowledge, skills, and
abilities, but also to prepare the student as an
independent subject of the educational process. At the
core of modern education lies the student’s active
involvement, guided by the teacher.
Interactive
(“Inter” meaning mutual, and “act” meaning
to act) implies interaction, being in a mode of
conversation or dialogue with someone. In other words,
unlike active methods, interactive methods are aimed at
broader interaction not only between students and the
teacher, but also among the students themselves, with
an emphasis on student-driven activity during the
learning process. The core components of interactive
methods are the exercises and tasks performed by
students. A key distinction from traditional tasks is that,
when completing them, students are not just reinforcing
previously learned material, but are actively learning
new content. In the process of interactive learning, the
student becomes an active participant in the
educational process, as the assimilation of material
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Journal of Social Sciences and Humanities Research Fundamentals
occurs not through direct transmission, but through
the learner’s own activity—
learning happens through
co-participation and interaction.
Interactive learning is discovery-oriented learning:
students acquire new knowledge through practical
experience, gaining skills in analysis and problem-
solving. Interactive learning fosters a stable and
positive motivation in students toward studying
academic subjects. It cultivates cognitive activity and a
desire to learn not only the material included in the
textbook, but also to go beyond it
—
to study because it
is interesting, because there is curiosity in finding
solutions to challenging, problem-based tasks.
The active integration of elements of interactive
teaching methodology involves working in pairs, as
well as in small and large groups. Implementing
interactive teaching methods requires the teacher to
reconsider many familiar approaches. For example,
allowing students to communicate freely with one
another in class may seem simple at first. However,
without mutual respect, the ability to listen to one
another, and proper overall guidance in conducting the
lesson, such an approach will not be successful.
Based on the interactive method, the role of the
teacher changes fundamentally: they are not only a
bearer of knowledge but also a guide and initiator of
students’ independent creative work. The interactive
method of teaching is inherently innovative. The term
“interactive methods” (from the English “interactive,”
where “inter” means “between” and “active” comes
from “act,” meaning to act or action) can be translated
as methods of interaction between participants.
Instruction carried out through these methods can
thus be considered interactive
—
that is, built on mutual
engagement and collaboration.
The principle of interactive learning lies in the fact that
the educational process takes place under conditions
of constant, active interaction. The teacher and
students engage with each other, and students
collaborate by teaching one another. Clear, well-
defined goals are set for the lesson, and all activities
are structured around continuous feedback. This
approach enhances motivation for language learning,
promotes personal development, fosters students’
creative abilities, and strengthens their capacity to
think and speak in Russian.
The main forms of interactive learning include: role-
playing communication games, speech situations,
discussion-based games, interactive team games, the
case study method, the “POPS formula,” project
-based
learning, brainstorming, virtual journeys, contests,
performances, fairy tales, presentations, debates,
discussions, mind mapping, video viewing, and audio
listening, among others. Let us take a closer look at
some of these methods.
Role-playing is one of the most common interactive
teaching methods. In Russian as a Foreign Language
(RFL) classes at the beginner level, everyday life
situations are acted out. The plots of role-playing games
can be based on simple scenarios such as going to a
store, library, café, theater, hair salon, post office, or
meeting someone for the first time. For example, a role-
play called “At the Store” (a dialogue with a shop
assistant) can be organized, where one student plays
the role of the shop assistant and another the customer.
Other scenarios include “At the Restaurant” (visitor and
waiter), “At the Bank,” “At the Airport (buying tickets),”
“At the Hotel Reception Desk,” and so on.
For students with advanced proficiency in Russian, more
complex interactive team games become accessible,
such as “Brain Ring,” “What? Where? When?” and “The
Experts’ Club.” These types of interactive games help
learners expand their knowledge about the country
whose language they are studying, as well as test their
general knowledge, erudition, and logic. The
competitive format stimulates intellectual activity in
foreign students, encouraging them to express their
thoughts in Russian more quickly.
Such role-playing games can be conducted while
studying any topic to assess students' mastery of
vocabulary and grammar. In addition to their
educational value, role-playing helps learners adapt
more quickly to Russian-speaking environments,
understand the realities of life in Russia, prepare for
everyday communication scenarios, and overcome
language barriers.
Another interactive form of learning is the creation of
speech situations. For example: you are in an unfamiliar
city and don’t remember the address of your hotel; you
have a toothache and need to make a dentist
appointment; you have a high fever and need to call a
doctor to your home; or you have a sore throat and
need to visit a pharmacy to buy medicine. The main goal
of these exercises is to activate speaking skills in
Russian.
Discussion-based games
(such as discussions, debates,
and round tables) also play a significant role. The
essence of these activities is to encourage the discussion
and analysis of relevant topics that interest the learners.
Each student has the opportunity to express their
opinion on the issue at hand. The teacher acts only as a
facilitator
—
guiding the conversation, expanding on the
topic, and posing leading questions. The topics for
discussion can vary widely
—
from favorite films and
music to environmental issues, unemployment,
tolerance, and more. These discussions should take
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place in a relaxed atmosphere, helping learners
communicate in Russian without fear, stress, or
anxiety.
Case methods
are a form of instruction that uses
descriptions of real-life situations. Students must
familiarize themselves with the case, understand the
core problem, propose possible solutions, and choose
the best one. This method encourages learners to
engage in discussions on issues that do not have a
single correct answer, and it teaches them to justify
their viewpoints with clear arguments.
The project method
involves independently planned
and executed tasks in the target language
—
for
example, creating a newspaper or magazine, compiling
an article collection, organizing an exhibition, staging a
play or concert, or preparing a report. These projects
foster language use in meaningful, creative, and
collaborative contexts.
Mind maps
(or mental maps) enhance learning by
visualizing thought processes. This method promotes
creativity, improves all types of memory, accelerates
learning, and helps develop communication skills. In
teaching Russian as a Foreign Language (RFL), mind
maps can be applied at various stages of learning and
across all proficiency levels. During the presentation,
memorization, and reinforcement of new material, this
method can greatly facilitate any type of work with
linguistic information.
Brainstorming
(or “idea basket”) is an interactive
technique typically used in small groups to gather all
known information on a given topic, followed by
discussion
and systematization. This method
encourages creativity and collaboration, as students
contribute ideas freely and organize them to gain a
deeper understanding of the topic.
The “
POPS formula
” (Position –
Justification
–
Example
–
Conclusion) is a method in which the student takes a
specific stance on a question or problem posed by the
teacher, justifies their position, provides examples and
arguments, and then reaches a conclusion. This
approach helps students clarify their thoughts and
present their opinions in a clear and concise manner.
The POPS formula teaches students to express
themselves briefly and clearly, argue effectively, and
stay on topic. It can be used to practice expressing
opinions ("I think...", "I'm sure...", "I’m absolutely
certain...", "In my opinion..."), agreeing or disagreeing
("I agree", "I completely agree", "Absolutely, I agree
with you", "I don’t think so", "I think differently"), and
responding to opposing viewpoints, resolving conflicts,
and finding compromises.
Among the techniques used in RFL classes for
beginner-level students, the following stand out:
"Mosaic" (or "Puzzle"), "Snowball", "Contradictions",
"Guess the Word", and "Sociological Survey." These
methods aim to engage students in interactive activities
that promote active learning, creativity, and
collaboration in language acquisition.
The "
Mosaic
" method is a teaching technique where a
text with information is divided into small pieces, similar
to a puzzle. The original text is presented by the teacher
in a fragmented form, and the students' task is to
reconstruct the full text by putting the pieces together.
This method encourages students to engage actively
with the text and develop skills in comprehending and
organizing information.
The "
Snowball
" technique is particularly effective at the
beginner level when learning large groups of words or
lexical-semantic groups such as vegetables, fruits, dairy
products, meats, clothing items, colors, professions,
animals, transportation, and so on. The essence of this
technique is that the first student says a word from a
specific lexical group (e.g., "apple" from the fruit group).
The second student then adds another word from the
same group (e.g., "banana") and repeats both words in
order. The next student adds another word and repeats
all previous words in order (e.g., "apple, banana,
orange"). This process continues, and in a playful way,
students practice vocabulary and expand their lexical
knowledge, filling in any gaps in their understanding.
The "
Contradictions
" technique also aims to expand the
vocabulary. This technique can be used with both
minimal "starter" vocabulary and more extensive lexical
content. The task is for students to find the opposite
word, or antonym. For example, with basic vocabulary,
opposites could include: yes
–
no, here
–
there, hello
–
goodbye, good
–
bad, fast
–
slow, hard
–
easy, far
–
near,
allowed
–
not allowed, etc. When using more advanced
vocabulary, antonym pairs could include: open
–
close,
turn on
–
turn off, receive
–
send, always
–
never, war
–
peace, north
–
south, east
–
west, etc. This method
helps students deepen their understanding of the
language by learning words in pairs and expanding their
vocabulary range.
"
Guess the Word
" is an interactive technique
predominantly used at the basic level of Russian
language proficiency. In this activity, a student thinks of
a word and explains it to the other participants without
directly naming it. The teacher can provide words
related to a specific topic for students to guess. For
example, if the word is "winter," the explanation might
go like this: "This is the time when it gets very cold in
Russia, it snows, and people wear warm clothes. In my
country, it’s not so cold at this time, and we don’t get
that much snow. What is it?" This game helps students
practice vocabulary and description skills in a fun and
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Journal of Social Sciences and Humanities Research Fundamentals
engaging way.
Watching and discussing videos
, as well as listening to
audio materials, are also essential interactive methods
in language learning. Videos of various kinds can be
used at any stage of the lesson according to the topic
and objective, not just as supplementary material.
Before showing a film, the teacher can ask the students
3-5 key questions. These questions will guide the
students' focus during the film and form the basis for
later discussion. The teacher can pause the film at
selected points to conduct a discussion.
Listening to audio materials, such as news broadcasts,
TV debates, discussions, and other forms of media,
helps
students
develop
essential
skills
for
understanding fast, spontaneous speech. This practice
improves their listening comprehension and ability to
follow conversations in real-life situations.
The role of the teacher is to organize and stimulate the
communication process, and then, when necessary, to
correct it by providing appropriate language support to
the students.
When interactive teaching methods are used, the
group becomes more cohesive, and a collaborative
atmosphere is created within the class. Students
develop a desire not only to demonstrate their own
knowledge but also to contribute to a collective
outcome.
Learning occurs significantly faster than with
traditional teaching methods. Students develop
speaking skills that are sufficient and necessary for
communication in various communicative situations.
Interactive methods are innovative forms of teaching
that activate students' cognitive activity and foster
independent reflection on the learning material. By
using these methods, the classroom creates conditions
for self-realization, where students can think creatively
and find rational solutions to various situations.
The modern methodology for teaching Russian as a
Foreign Language (RFL) is constantly evolving and
improving, offering a wide range of interactive
techniques. Every teacher can independently develop
and select new methods, as well as combine and adapt
existing ones depending on the students' language
level, their abilities, and motivation.
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