| Annotation |
At the present stage of the development of Russian-Iranian mutually beneficial relations, there is an acute issue of high-quality training of students not only in the field of literacy, but also in the field of linguocultural communication. Linguocultural learner in the absence of a linguistic environment can be formed through the use of texts for reading. The article discusses the topical issue of using texts of a linguocultural nature as a source of knowledge about the culture and life of the Russian people in classes in Russian as a foreign language in higher educational institutions of the Islamic Republic of Iran. The author raises the question of criteria for selecting a text for linguocultural education, in parallel with the methodology for conducting classes focused on the education of linguistic and cultural knowledge or knowledge of the cultural nature of the Russian society. In the paper, a possible variant of work in an Iranian audience was proposed, from the author\'s personal teaching experience, using the example of a text on the topic “Russian folk crafts. Khokhloma”. Our scientific work is based on the methods of empirical research. It was revealed that the choice of texts as a source of replenishment of knowledge of a linguistic and cultural nature is invaluable in the process of teaching and educating students of RFL in the Islamic Republic of Iran due to the culture and mentality of citizens of a religious state, and must be carefully selected by the teacher. It is proved that the text in the conditions of properly organized step-by-step work is a valuable source of linguocultural education of students. At the pre-textual stage, preparatory work takes place with the text as a valuable means of immersing the students of the Russian language studies in the atmosphere of the culture and life of the Russian people. At the during the text stage, work with the text itself takes place, contributing to the development of reading and translation skills. The post-text stage of working with the test contributes to the enrichment of the vocabulary of students, activates the skills of constructing monologue and dialogical coherent speech, performing tasks of a comparative nature. |
| References |
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