The role and place of role-playing exercises in teaching the dialogical speech of foreign students at the preparatory faculty
The use of role-playing exercises in teaching students' dialogic speech when studying Russian as a foreign language is something that can cause students genuine interest in a given subject at school and a desire to learn it. Oral speech is also used as a learning tool, with the help of which automation is developed in the reproduction and transformation (transformation) of digestible lexical units and grammatical structures. A foreign language has become fully understood as a means of communication, a means of understanding and interaction of people of different nationalities. Therefore, the main purpose of learning foreign languages in a secondary school is to form students' foreign language communicative competence, that is, the ability and willingness to carry out foreign language interpersonal and intercultural communication with native speakers. After analyzing the existing intensive methods of teaching Russian as a foreign language, as well as identifying the specifics of intensive adult education, we concluded that there is an urgent need to develop a methodology that allows for the short term to form the ICC of adults learning a foreign language. The group of methodical principles of teaching dialogic speech of adults is considered, among the relevant research identified: the principle of communication, considering the mother tongue, oral lead (or the oral basis of training), interconnected learning of the types of speech activity, situationalthematic organization of educational material, accounting language proficiency.