An interactive guide as a means of organizing training within the framework of a guided tour lesson (using the example of a guided tour lesson on the topic of "Maslenitsa traditions")

Karabanova Ekaterina Nikolaevna ORCID: 0009-0003-1387-0646 Lecturer; Department of Russian Language No.5; Patrice Lumumba Peoples' Friendship University of Russia 115142, Russia, Moscow, Zatonnaya str., 14, building 2, sq. 37 karabanova-en@pfur.ru Mar'yanovich Daliborka ORCID: 0000-0001-9244-2073 Senior Lecturer; Department of Russian Language No.5; Patrice Lumumba Peoples' Friendship University of Russia 117485, Russia, Moscow, Akademika Volgina str., 5, sq. 50 marianovich-d@pfur.ru

SHul'dishova Alina Anatol'evna ORCID: 0000-0002-9603-8411 PhD in Philology Associate Professor; Department of Russian Language No.5; Patrice Lumumba Peoples' Friendship University of Russia 124527, Russia, Moscow, Zelenograd str., k.814, sq. 88 shuldishova-aa@rudn.ru

Introduction

Information and communication technologies (ICT) occupy an important place in the system of modern teaching methods of RCT. Their active development opens up new opportunities for teaching and learning, offering innovative approaches and tools for the transfer and assimilation of educational material ^{[1, p. 126]}. The authors of scientific publications repeatedly emphasize that ICTs serve as the basis for the introduction of innovative methods in teaching foreign languages, contributing to the integration of methodological potential in the development of new practices and approaches ^{[2, p. 82]}.

So, one of the promising directions of using ICT in the practice of teaching RCT is the creation of an interactive guide as a means of organizing learning within the framework of a guided lesson aimed at developing language skills, activating vocabulary and grammar, stimulating group work in the learning process, as well as the formation of communicative and socio-cultural competence ^{[3, p. 376]}. From here, we will define the scientific problem of the study, which is to substantiate the effectiveness of the use of ICT in the development and conduct of a lesson tour on the topic of "Carnival traditions" for international students. The working hypothesis is that using ICT, it is possible not only to increase students' interest in the topic being studied, but also to provide a deeper understanding of the cultural characteristics of a traditional holiday by including elements of interactivity in the learning process.

The scientific novelty of the study is the description of the use of ICT tools to create an interactive guide as part of a guided tour on the topic "Carnival traditions", aimed at developing the communicative, linguistic and socio-cultural competencies of non-philological foreign students studying Russian at the B1 level. It should be noted that the scientific novelty of the research is due to the insufficient use of ICT tools as the main components of creating and conducting a lesson tour.

The object of the research is the process of introducing ICT in the field of foreign language education. The subject of the research is to change the content of the teaching methodology of RCT by introducing ICT into the learning process.

The purpose of the study is to create an interactive guide within the framework of a guided tour lesson, which allows foreign students to familiarize themselves with Russian culture through studying the celebration of Maslenitsa. Three tasks were completed for this purpose:

1. To identify the methodological potential of ICT as a means of organizing education in groups of international students;

2. To develop a system of exercises as part of an interactive guided tour on the topic "Carnival traditions" for international students and create worksheets;

3. To introduce an interactive guide on the topic "Maslenitsa traditions" into the process of experiential learning in groups of non-philological international students at the B2 level of the Peoples' Friendship University of Russia. Patrice Lumumba.

The following approaches have become the theoretical and methodological basis of the research:

1. A systematic approach ^[4], which considers the process of forming communicative competence as an integrated system within the framework of an interactive lesson tour.

2. The competence approach ^[5], which determines the importance of competence formation in the teaching methodology of RCT in the framework of an interactive lesson tour.

3. A communicative approach ^[6] that forms the skills and abilities of speaking Russian as part of an interactive lesson tour.

Russian russians. 4. Socio-cultural approach ^[7], which allows them to master socio-cultural knowledge about the spiritual values and cultural traditions of the Russian people, as well as the rules of oral communication with native speakers of the Russian language in the framework of an interactive lesson tour.

5. A personal-activity approach ^[8], which allows you to create a personalized learning environment within the framework of an interactive lesson tour.

Methods and materials

The research methods were the study and retrospective analysis of scientific and methodological literature on topical issues of the use of ICT in teaching RCT, as well as modern developments in guided tours. Russian Russian Language Department No. 5 of the RUDN University Institute of Russian Language conducted an experimental training to prove the effectiveness of the created interactive guide, as well as an analysis of the results obtained during the research on this issue.

The results of the study and their discussion

To solve the first problem, the development of guided lessons existing in the teaching methodology of RCT was analyzed in order to determine their specifics. Many researchers (Popova K.A., Kocaespirova G.M., Shchukin A.N., etc.) They define an excursion lesson as a specific form of education that allows international students to study cultural phenomena in their natural environment. Thus, according to Popova K.A., the inclusion of a guided tour lesson in the educational process becomes an effective means of maintaining motivation to study the Russian language and culture ^{[9, p. 33]}.

When introducing this form of education into the process of mastering Russian as a foreign language, much attention is paid to the development of socio-cultural competence, which implies students' knowledge of the cultural characteristics of native speakers' speech behavior: their etiquette, stable stereotypical rules, customs, history, as well as ways to use this knowledge in the communication process. Shchukin A.N. notes that the acquisition of socio-cultural competence in RCT classes takes place within the framework of a dialogue of cultures, taking into account differences in perception of the world, which, in turn, contributes to effective intercultural understanding and the formation of a "secondary linguistic personality" ^{[10, p. 139]}.

An urgent problem in the modern teaching methodology of RCT is the choice between an interactive lesson-an excursion with a methodologist teacher and an excursion with a professional guide. Panova L.V. focuses on the choice of conducting an excursion with a methodologist teacher, arguing that the speech of a professional guide is characterized by a fast rate of pronunciation and an abundance of complex lexico-grammatical structures, while the speech of a methodologist teacher is based on the damage to students' language training, as well as on their speech capabilities ^{[11, p. 113]}.

One of the relevant directions in the teaching methodology of RCT is the active introduction of information and communication technologies (ICT) into the learning process, allowing for a variety of educational forms and teaching methods, including conducting guided tours, as well as creating conditions for more effective assimilation of not only educational, but also socio-cultural material. In the research of Yamaletdinova A.M., Medvedeva A.S. it is noted that the introduction of ICT into the educational process allows solving a number of functions: teaching, developing, educating, cognitive and motivating ^{[12, p. 1135]}.

The main advantages of ICT in the teaching methodology of RCT are interactivity and graphical visualization of educational material. The use of static and dynamic graphics not only improves the perception process, but also allows for a vivid and accessible explanation of complex linguistic phenomena ^{[13, p. 210]}. The creation of educational content using these tools helps to increase students' motivation, improve the effectiveness of the educational process and develop information literacy skills ^{[14, p. 1452]}. Moreover, the use of ICT helps to effectively develop communicative, linguistic and socio-cultural competence ^{[15, p. 120]}.

Analyzing modern developments in the field of conducting guided tours ^[9]; ^[16]; ^[17]; ^[18]; ^[19], We came to the conclusion that the inclusion of ICT in the RCT learning process opens up new opportunities that allow us to create guided tours, the purpose of which is to immerse international students in the environment. Russian culture. However, the analysis of the research revealed that video materials and illustrative tools are mainly used in the process of educational excursions, which indicates insufficient use of the potential of ICT. Therefore, the purpose of our research is to actively introduce interactive elements into the organization of the chosen form of education by including animation, graphics, interactive presentations and cartoons in the learning process.

It should be noted that based on the results of the analysis of the above studies, we have revealed that the methodological potential of using ICT in the framework of conducting a lesson tour is as follows:

1. Interactivity of the educational material. ICT allows you to create interactive materials that contribute to the active involvement of students in the learning process. Russian Russian increases their interest and motivates them to study the Russian language and Russian culture.

2. Graphical visualization. Static and dynamic graphics make it possible to visually and easily explain complex linguistic phenomena. It should be noted that visualization makes the meaning of cultural phenomena (symbols, traditional holidays, architecture, etc.) more accessible to foreign students studying Russian.

3. Development of linguistic and communicative competence. The introduction of ICT allows you to create interactive exercises on aspects of language and types of speech activity.

4. Development of socio-cultural competence. With the help of ICT, international students get acquainted with the cultural and historical features of Russia through virtual tours of museums, watching documentaries, static and dynamic presentations, flash maps, etc.

5. Stimulating creativity. A wide variety of ICT tools allows students to create their own projects: virtual tours, blogs or multimedia presentations about Russia. In turn, this helps to develop their creative abilities, as well as improve their speech skills.

So, the use of ICT in the framework of the guided tour lesson has a significant number of advantages. The use of ICT not only improves the perception of educational material, but also helps to increase the motivation of international students, stimulates their active participation in the learning process. Thanks to the interactivity, visibility and the possibility of integrating multimedia resources, ICT allows students to immerse themselves more deeply into the authentic environment of Russian culture and create conditions for their active interaction with cultural aspects. All this allows us to substantiate the hypothesis about the effectiveness of using ICT to create an interactive guided tour on the topic "Carnival traditions", which is aimed at deepening students' knowledge of Russian culture, linguistic diversity, historical roots and traditions.

To solve the second problem, the educational and methodological literature was analyzed. ^[20]; ^[21]; ^[22], which allowed us to determine the structure of an interactive lesson-guided tour on the topic "Carnival traditions". It was revealed that there are three main stages in the organization of the excursion: preparatory, main and final ^{[23, p. 602]}. The first stage is aimed at preparing students for the perception of the material by introducing lexical and grammatical material, necessary terms and working with the educational text. As part of the implementation of ICT, the preparatory stage can be presented in the format of interactive worksheets, which include a set of tasks that differ in their visibility. In our opinion, this way of presenting the material will ensure that international students are ready to immerse themselves in an authentic environment. The main stage is an interactive guided tour, during which you get to know the objects and phenomena related to the topic of the lesson. Note that many researchers (Belikhina E.N., Sokolova T.M., Koroleva I.A.) They pay attention to conducting an excursion lesson, in which students act not as participants, but as organizers, which undoubtedly increases their motivation for the learning process ^{[24, p. 8]}. The final stage involves discussing the interactive guided tour, as well as summarizing the results. As part of the implementation of ICT, the final stage can be organized in the format of a game, quiz, crossword puzzle or test.

The structure of the guided tour lesson consists of a number of stages:

1. Lexical and grammatical training, which includes working with different types of speech activity.

1.1. Conducting lexical and grammatical work (working with text, pre-text, post-text exercises)

1.2. Updating knowledge, expanding lexical and grammatical work (working with text, pre-text, post-text exercises)

1.3. Discussion of the upcoming excursion (choice of location)

2. The event (interactive tour).

2.1. Working with the guide sheet

3. Discussion and control of knowledge

3.1. Discussion of the tour

3.2. Completing the crossword puzzle

3.3. Writing an essay

3.4.Test execution

4. An additional application consisting of authentic material on a given topic.

The initial stage (lexical and grammatical preparation) involves classroom work, during which students learn about the traditional Russian holiday of Maslenitsa. This stage is included in the developed technology in order to prepare foreign students for an interactive tour. At this stage, there is work with language material and with different types of speech activity: work with a system of pre-text, pre-text and post-text exercises, work with text, discussion of the material covered.

In order to immerse themselves in the natural language environment, foreign students are invited to watch Russian videos ("Look, Maslenitsa", "Smeshariki: Maslenitsa", "Prince Vladimir" and others).

The inclusion of the initial lexico-grammatical stage is the basis of an interactive lesson, since it is here that the language difficulties that students may encounter in subsequent stages are removed. Russian Russian Maslenitsa The purpose of the teacher at the preparatory stage is to interest students, explain the importance of the Russian Maslenitsa holiday, show the full flavor of Russian traditions and beliefs, and point out the historical value of cultural heritage. It is worth noting the importance of the principle of visibility, which implies the principle of activity, in which international students will be motivated to further study Russian culture and attend excursions.

At the initial stage of the developed technology, the teacher provides a choice of an interactive excursion vector. Among the popular areas of celebration of the main spring celebration in Russia are the following: "Maslenitsa in Tsaritsyno", "Maslenitsa at VDNKH", "Celebration of Maslenitsa in the Ethno-world".

The first lesson

Pre-text exercises:

Task 1. Connect words with pictures (winter, spring, pancakes, sun, holiday, buffoon, samovar, scarecrow, balalaika) (Fig 1, 2).

Methodological recommendations: This exercise is aimed at discovering new knowledge, namely, working with lexical material. At this stage, the teacher introduces new material, prepares students for further work with the text on the topic of "Maslenitsa".

Task 2. Read the text about the Russian holiday "Maslenitsa" (Fig. 3).

"Maslenitsa"

Maslenitsa is a special and very beautiful Russian holiday! This holiday lasts for a whole week, from Monday to Sunday. Traditionally, on this day, Russian people say goodbye to the cold winter and welcome a warm, sunny, gentle spring.It is customary to cook pancakes this holiday week. Many Russian people eat pancakes with jam, honey, or condensed milk. It's very tasty! Pancakes are often eaten with butter. That's why the name of the holiday is "Maslenitsa"! In ancient times, it was believed that the pancake symbolizes the sun. It's just as bright, yellow, and round!

Methodological recommendations: the compiled text contains regional information that will introduce foreign students to the culture of the Russian people. Reading the text will prepare students for the guided tour.

Post-text exercises:

Task 3. Answer the questions.

1. Tell me, what do you like to eat pancakes with? (honey, jam, caviar, strawberries, chocolate, butter, sour cream, fish)

Methodological recommendations: The exercise is aimed at working out the topic "T.P. in the meaning of compatibility." Students put the words in the correct form.

2. Tell me, what do you know about Maslenitsa?

Methodological recommendations: The exercise is communicative, students tell what they have learned about the holiday.

Homework assignment:

Task 1. Look at:

1. Cartoon "Look at you, Maslenitsa"

2. Cartoon "Smeshariki: Maslenitsa"

3. A brief history of Maslenitsa

4. Cartoon "Prince Vladimir"

Methodological recommendations: Students watch the videos on their own by scanning the Qr code in the workbook.

The second lesson

Pre-text exercises:

Task 1. Make up words from letters according to pictures (winter, pancakes, jam, scarecrow, sun, holiday, samovar, spring, butter, Maslenitsa) (Fig. 4)

Methodological recommendations: The exercise is included in the system of lessons on the topic "Maslenitsa" and is aimed at updating the knowledge that students acquired in the previous lesson. The workbook contains pictures for which students must assemble words from the suggested letters.

Task 2. Read new words (bonfire, round dance, traditions, festivities, accordion, sledge + days of the week) (Fig. 5)

Methodological recommendations: The exercise includes new vocabulary that prepares students to read the text.

Task 3. Read the text.

"Carnival Week"

Maslenitsa is a very fun Russian holiday! The Carnival week is very busy. On Tuesday, people go outside and have various fun games. On Wednesday, it is customary to come to visit and eat pancakes. On Thursday, you can go for walks and ice skating or sledding. And Sunday is the most important day! On this day, a straw effigy or a straw "woman" is burned, which symbolizes winter. Russian people spend time with their loved ones on this day, ask them to forgive them for all the bad things and congratulate them on a merry Carnival!

Post-text exercises

Task 4. Is it true or false? (fig.6)

- Carnival lasts a week;
- An effigy of Maslenitsa is burned on Thursday;
- Carnival begins on Monday;
- They eat pancakes during Shrovetide;
- You need to spend Shrovetide with your loved ones;
- Sledding is not allowed during Shrovetide;
- Maslenitsa is a sad holiday.

Methodological recommendations: The exercise is aimed at consolidating the knowledge gained, students read the sentences, divide them into two columns "true" and "false"

Homework assignment:

Task 1. Look on the Internet for the festivities that will take place in Moscow, and name them:

1). The place you want to visit;

2). Date of the event;

3). Ticket price;

4). What souvenirs can be bought.

Methodological recommendations: This exercise is aimed at practicing the search type of reading. Students should find information on a given topic and write it down in a workbook (Fig. 7).

The third lesson

Task 1. Tell us what information you found on the Internet (event, place, date, price, souvenirs).

Task 2. Let's discuss popular excursions in Moscow (fig. 8).

Conducting an excursion is the next stage of the developed exercise system. It is worth noting that the implementation of the second stage includes the creation of a fairly large number of funds. These tools include creating a travel guide (itinerary), collecting theoretical material, creating quizzes, checklists, infographics, and discussion questions. The advantage of the chosen method lies in the expansion of the linguistic competence of foreign students ^{[25, p. 191]}, as well as in the diversity of the learning process. Full immersion in the natural language environment is achieved by visualizing the regional history material that students get to know during the preparation and conduct of the tour.

2. Holding the event

Section "Route" ("Maslenitsa at VDNKh")

Methodological recommendations: The teacher says that on February 26, the Slovo Center for Slavic Writing will host a lecture-concert "Maslenitsa Songs and Rituals." Students will learn about the origins of folk song poetry. At the concert, you will listen to traditional ritual musical compositions. A master class on pancake making will be held. You will sing Maslenitsa ritual songs from different regions of Russia. You will learn about verbal creativity, as well as the role of singing in the life of the Russian people (Fig. 9).

Expected tasks during the tour:

1. Tell me which words you already know and which ones you only learned today. How do you understand them?

2. Which song did you like the most? What is it about?

3. What have you learned about Maslenitsa?

4. What ritual songs are sung in your country?

The triad of any educational process closes with the last stage, which includes discussion, summing up, and control of the studied material on the chosen topic. The developed technology implies a front-end conversation with a number of prepared questions (What have you learned? What did you remember about the tour? What traditions were unusual for you? What songs did you like? What holidays are there in your country? and so on). As a reinforcement of the material and a test of knowledge, foreign students are encouraged to write an essay on a given topic. Here you can consider both a separate vector and a full-scale description of the Russian holiday.

Summing up the results

1. Discussion in the audience (fig. 10):

What have you learned about Maslenitsa?

What do you remember most?

Did you enjoy the tour?

Homework:

Task 1. Solve the crossword puzzle (fig. 11).

Task 2. Write an essay on the topic "How one wonderful holiday I ate pancakes at VDNH"

Creating a quiz or a crossword puzzle on the topic of "Maslenitsa" will also help consolidate the theoretical material you have passed. Composing a crossword puzzle using ICT in a developed guided tour lesson will not only allow you to "memorize the material", but will create conditions for activating the principle of consciousness, in which students will analyze and synthesize the material they have learned.

This category also includes the creation of interactive test worksheets. This type of knowledge control, in our opinion, will be able to reunite all the work done and increase the efficiency of the developed technology.

The conducted knowledge control makes it possible to understand how students have learned the information. It also summarizes how effective and diverse the interactive tour is. Also, one of the advantages of the modern approach to this technique is the creation of a Qr code, with which students can independently verify their knowledge, thereby reducing the time of verification by the teacher (Fig. 12).

1). On what day of the week is an effigy burned?
- on Monday
- on Saturday
- on Sunday

2). How many days does Maslenitsa last?
- 1
- 3
- 7

3). What do people do on the second day of Carnival?
- they burn an effigy
- play fun games
- they apologize to their loved ones

4). What else can you call a "scarecrow"?
- buffoon
- the woman
- the scarecrow

5). What did people believe in in ancient times?
- pancake symbolizes the sun
- a pancake represents a circle
- Pancake symbolizes life

6). On what day of the week can I skate and sledge?
- on Tuesday
- on Thursday
- on Sunday

7). What is the symbol of Maslenitsa?
- pancakes
- oil
- jam

8). Which row best describes Maslenitsa?
- pancakes, festivities, round dance, ditties, spring, scarecrow
- nature, recreation, food, music, dancing
- home, loved ones, holiday

Another advantage of the developed interactive tutorial is the additional "Application" section. Russian Russian folklore includes a set of authentic material on the theme of "Maslenitsa", which includes the heritage of Russian poetry and prose, works of folklore and Russian folk songs. The inclusion of this section will help students to plunge into the history of Russia, to feel the spirit of the past ^{[26, p. 132]}.

Application

The workbook includes an "Appendix" section that will help students consolidate all the material they have learned on this topic. Students will get acquainted with Russian works that talk about the celebration of Maslenitsa. Students will be able to read proverbs and sayings, listen to music. Attention is also paid to the repetition of the case forms of nouns on the topic of "Cooking pancakes." At the end of this section, control and measuring materials are provided, with the help of which the teacher will be able to determine the level of assimilation of the material by the students.

1. Maslenitsa in the works of Russian writers (fig. 13)

A.N. Ostrovsky "The Snow Maiden"

"Honest Butter Girl!
Have fun meeting you, welcoming you,
It's difficult and tedious to escort from the yard.
How can we turn you around?
Come back, Butter Girl, come back!
Honest Butter Girl!
Come back for at least three days!
You won't be back for three days,
Come back to us for a day!
For a day, for a little hour!
Honest Butter Girl!"

A.S. Pushkin "Eugene Onegin"

"They kept a peaceful life
The habits of the dear old:
They have a fat Pancake
There were Russian pancakes"

I.A. Bunin "Clean Monday"

"... Yegorov's inn in Okhotny Ryad was full of shaggy, thickly dressed cabmen cutting stacks of pancakes filled to excess with butter and sour cream, it was steamy, like in a sauna. In the upper rooms, which were also very warm, with low ceilings, Old Testament merchants washed down fiery pancakes with grainy caviar with frozen champagne"

2. Maslenitsa in Russian proverbs and sayings

"It's Shrovetide coming, damn it, it's carrying honey"
"Pancakes, pancakes, pancakes, like the wheels of spring"
"It's not greasy without a pancake"
"Rollercoaster rides, pancake rolls"
"We are seeing off Shrovetide, we are waiting for the light, the sun"
"We had fun on Maslenaya Street, and we had a pancake"

to lie around" "We're seeing off Shrovetide, we're waiting for the light, we're waiting for the sun" "We had fun on Shrovetide, and we were treated to a pancake"

3. Maslenitsa in folk songs

Folklore ensemble: "And we're on Shrovetide", "Like on Shrovetide week", "Goodbye, Shrovetide"

In addition, students are invited to consolidate the grammatical material by completing the "Cooking pancakes" checklist. This type of work diversifies the study of the sentence-case system and helps students to get acquainted with festive treats on Shrovetide (Fig. 14).

So, the structure of the interactive guide consists of three lessons, each of which solves several problems: lexical and grammatical preparation based on textocentrism, conducting guided tours, and consolidating the material covered. In our opinion, such a system makes it possible to form the most effective understanding of foreign students about Russia, its culture, linguistic diversity, historical roots and traditions.

Russian Russian Language Department No. 5 of the Institute of the Russian Language of the Peoples' Friendship University of Russia conducted an experimental training to test the effectiveness of the developed interactive guide. Patrice Lumumba in class on the discipline "Common knowledge". 20 students studying in the specialty "Medical business" took part in the pilot training. The results of the experimental training showed the positive impact of using the developed interactive guide in the process of learning Russian. In particular, the students demonstrated significant improvement in memorization of lexical and grammatical material, as well as in working with the text. Thanks to the interactive way of presenting the material, students were not only able to effectively learn new vocabulary, but also include it in active speech practice by composing stories on the topic of "Maslenitsa in Moscow."

In addition, it was revealed that the students showed interest in studying the material. They learned a lot about the history and traditions of Maslenitsa celebrations, which helped deepen their knowledge of Russian culture.

Conclusion

In conclusion, it should be noted that the construction of a guided lesson using interactivity vectors has a significant impact on the development of communicative, linguistic and socio-cultural competencies of foreign students studying Russian. The interactive elements of the lesson not only became an incentive for students to actively participate in the learning process, but also created conditions for deeper immersion in the linguistic and cultural environment of the Russian world.

Conclusions

1. As the analysis of scientific and methodological literature has shown, the actualization of the introduction of ICT in the educational process is an important step towards improving the teaching methods of RCT. The use of ICT in the teaching methodology of RCT, firstly, improves the quality of learning, and secondly, provides foreign students with access to multimedia resources, interactive tasks and tools that contribute to better learning of educational material. However, in practice, the possibilities of ICT are often not fully used, which limits their methodological potential within the framework of the organization of language education.

Recommendations: for more effective learning, it is necessary to implement integrated ICT with an emphasis on their adaptation to modern educational challenges. It is important to develop digital resources adapted to the language proficiency levels and communication needs of international students studying Russian. Relevant resources created thanks to the capabilities of ICT are worksheets that include educational texts and interactive exercises, educational videos, and online platforms aimed at developing the communicative and linguistic competencies of international students.

2. The present study led to the conclusion that the introduction of an interactive guided tour lesson as a means of organizing learning in the teaching methodology of RCT contributes to a more effective assimilation of linguistic and cultural information. The inclusion of interactive worksheets, videos, illustrations, crosswords, Qr codes, and interactive routes in the structure of the lesson tour allows students to comprehensively explore aspects of the language and prepare for a deeper immersion in Russian culture. Based on the results of experiential learning, an important conclusion is that conducting interactive forms of work allows students to engage in active study of the material, which facilitates understanding of linguistic and cultural aspects related to Russian culture and increases motivation to learn through active participation in the process.

Recommendations: to introduce an interactive guide into the learning process, it is necessary to develop special methodological techniques that will help integrate digital resources and technologies into the structure of training sessions. To do this, it is necessary, firstly, to determine the objectives of the guided tour lesson, secondly, to determine the system of preparatory tasks, to remove lexico-grammatical difficulties, and thirdly, to develop digital products that will form the basis of the interactive guided tour. An important factor is the adaptation of theoretical and practical material to the level of language proficiency and the needs of international students.

The use of interactive resources in the educational process creates prerequisites for more successful acquisition of language skills, builds intercultural awareness and develops communication skills. Thus, the introduction of technologies and interactive teaching methods becomes an integral part of the RCT teaching process.

Application

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