INNOVATIVE TECHNOLOGY OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE, TAKING INTO ACCOUNT THE SPECIFICS OF PRECEDENT PHENOMENA

The purpose of this article is to prove the efficiency of innovative technology of teaching Russian as a foreign language, taking into account the specifics of precedent phenomena, i.e., units of discourse, which are understandable without additional explanations. The performed analysis made it possible to distinguish the following groups of precedent phenomena: autoprecedent phenomena (phenomena of the surrounding world); socially-precedent phenomena (known to every representative of a society); nationally-precedent phenomena (familiar to every representative of a national linguo-cultural community); and universally-precedent phenomena (entering into the “universal” cognitive space). Taking into account each of the groups of precedent phenomena is important for teaching Russian as a foreign language, because these phenomena create difficulties for foreign students to understand written or oral speech in the learning process. The reason for these difficulties is the fact that precedent phenomena reflect mental representations of the Russian people, embodied verbally and conceptually, which are unknown to foreign students. So that students can understand and remember these precedent phenomena, reveal their structure, meaning and functional peculiarities in discourse, it is necessary to teach them to correctly decode precedent phenomena, use and correlate them in speech according to their communicative needs, using innovative technologies.