INTEGRATION OF PROFESSIONAL-COMMUNICATIVE AND INTERCULTURAL ASPECTS WHILE TEACHING AUDING TO FOREIGN STUDENTS WITHIN THE AUTHORS' COURSE "RUSSIAN BUSINESS COMMUNICATION"
The article deals with the organizational-methodological and technological features of the competence-based teaching Russian as a foreign language (RFL) in Russian higher education. Developed communicative competence, which includes professional-communicative and intercultural aspects, is declared to be the goal of foreign language education of a specialist and it provides him with the opportunity to initiate and maintain communication adequate to situations and problems of interaction, this communication is ensured by steady realization of functionally related skills of speech production and speech perception. The latter is of particular importance for the didactics of foreign language teaching, as on par with speaking, reading and writing speech recognition promotes assimilation of the lexical structure of the language, its grammatical structure. At the same time, the practice of teaching a foreign language shows that even at the initial and middle stages of learning authentic perception of foreign speech presents serious difficulty for most of the students. Methodically conditioned and well-built complex of tasks on listening helps to master auditive skills that ensure the development of the basic mechanisms of listening (speech hearing, memory, probabilistic forecasting, articulating), and it becomes the basis for the improvement of speaking skills (answering questions, plot retelling of a of a video fragment, creating monological and dialogical statements). The use of authentic audiovideomaterials together with information and communication technologies to organize work at RFL classes stirs up students' cognitive activity, enriches the educational process with new forms and methods of language acquisition which help to realize didactic principles of individualization, optimization and intensification in teaching.