Abstract: The subject of this study is the linguodidactic and linguometodic potential of an interactive simulator as a means of electronic linguodidactics in teaching Russian as a foreign language. During the research, a set of methods is used: methodological modeling, questionnaires, expert evaluation, etc. The primary method of research is a pedagogical experiment. During the experiment, a model of the educational process was built using a language trainer as a means of electronic linguodidactics. The pedagogical experiment was conducted in three stages and was aimed at studying the features of the educational process when teaching Russian as a foreign language using electronic linguodidactics. The data for the analysis were collected by questioning the students who participated in the experiment.
The relevance of the study of electronic linguodidactics in teaching RCT lies in the fact that during the pandemic and with a mass transition to distance learning, the needs of students in intensive foreign language acquisition courses continue to grow. RCT teachers must create and use electronic educational resources in language teaching and their multidisciplinary development. In addition, the idea of syncretism in educational technologies seems relevant. The study made it possible to formulate the theoretical foundations of the linguometodic simulator and to confirm its practical significance in teaching RCT. The theoretical and practical significance of the research lies in deepening and expanding scientific and methodological ideas about the place and role of an interactive language trainer in the environment of electronic means of teaching RCT, as well as in presenting opportunities to improve the effectiveness of the formation of language skills and speech skills in teaching RCT. The main conclusion of this study is the position on the relevance of the use of electronic linguodidactics in the teaching of RCT, in particular, an interactive language trainer.

Abstract: The subject of this study is the linguodidactic and linguometodic potential of an interactive simulator as a means of electronic linguodidactics in teaching Russian as a foreign language. During the research, a set of methods is used: methodological modeling, questionnaires, expert evaluation, etc. The primary method of research is a pedagogical experiment. During the experiment, a model of the educational process was built using a language trainer as a means of electronic linguodidactics. The pedagogical experiment was conducted in three stages and was aimed at studying the features of the educational process when teaching Russian as a foreign language using electronic linguodidactics. The data for the analysis were collected by questioning the students who participated in the experiment.
The relevance of the study of electronic linguodidactics in teaching RCT lies in the fact that during the pandemic and with a mass transition to distance learning, the needs of students in intensive foreign language acquisition courses continue to grow. RCT teachers must create and use electronic educational resources in language teaching and their multidisciplinary development. In addition, the idea of syncretism in educational technologies seems relevant. The study made it possible to formulate the theoretical foundations of the linguometodic simulator and to confirm its practical significance in teaching RCT. The theoretical and practical significance of the research lies in deepening and expanding scientific and methodological ideas about the place and role of an interactive language trainer in the environment of electronic means of teaching RCT, as well as in presenting opportunities to improve the effectiveness of the formation of language skills and speech skills in teaching RCT. The main conclusion of this study is the position on the relevance of the use of electronic linguodidactics in the teaching of RCT, in particular, an interactive language trainer.