The Military Song as a Linguocultural Component in the Process of Teaching Russian as a Foreign Language

The article presents a comprehensive analysis of the methodological potential of military songs as authentic linguocultural material in teaching Russian as a foreign language at the initial stage. The aim of the research is the development and theoretical substantiation of a methodology for integrating military songs into the educational process for the simultaneous formation of students' linguistic, communicative, and sociocultural competencies.
The study employs methods of theoretical analysis of the linguistic and cultural features of the texts, a descriptive method for systematizing the characteristics of the song material, the method of linguocultural commentary to identify culturally marked units, as well as the modeling of a methodological system for working with a song.
The main result of the research is a three-stage working model (pre-listening, while-listening, and postlistening), which has undergone successful testing. The model includes a set of tasks aimed at mastering lexical and grammatical material, developing speech skills, and familiarizing students with historical and cultural realities. Techniques for working with historical concepts, symbols, and emotional-figurative vocabulary are demonstrated.
In conclusion, it is stated that military songs are highly effective for the initial stage of learning due to emotional engagement and involuntary memorization of language units. The significance of this material for deep immersion into the cultural and historical context of Russia, fostering respect for the country's traditions, and maintaining sustainable motivation among learners is emphasized. The materials of the article can be successfully applied in the practical teaching of RFL.

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