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Systems of teaching military vocabulary in the Russian as a foreign language course for foreign cadets at the universities of the Ministry of Defense // Pedagogical Review. 2025. Issue 4 (62). P. 92-103

TThe article deals with the problem of the urgent need to change the linguodidactic paradigm of teaching Russian as a foreign language in higher education institutions of the Ministry of Defense of the Russian Federation, and substantiates the methodological and methodical principles underlying the design of a course in which Russian language teaching is conducted by “immersion” in the language of specialty. At the present stage, the methodology of teaching Russian as a foreign language should be characterized by flexibility, adaptability, ethnospecific and professionally oriented orientation. Teaching military vocabulary to foreigners should represent a holistic and phased system of tasks of varying degrees of complexity, aimed at the formation of linguistic and professional competencies. Teachers of Russian as a foreign language successfully use various methodological techniques, methods of semantization of unfamiliar words: word-formation analysis, search for synonyms, homonyms, etc. An interactive illustrated dictionary of military vocabulary and a system of tasks aimed at consolidating this material can also help in solving this task. At the first stage of the study, the authors selected thematic groups of professional vocabulary necessary for initial acquaintance with military service and training in the higher educational institutions of the Ministry of Defense. At the first stage of the study, the authors selected thematic groups of professional vocabulary necessary for initial acquaintance with military service and training at the higher educational institutions of the Ministry of Defense. The following groups were singled out: “Military ranks”, ‘Military units’, ‘Military positions’, ‘Weapons’, ‘Military uniforms’, ‘Uniforms’, ‘Military uniforms’, ‘Military life’. Further, the dictionary article was created as a creolized text: the definition of each concept was supplemented with an actual image. Such a dictionary of military vocabulary corresponds to the concept of a modern textbook as a polycoded text that contributes to the deepening of foreign cadets’ linguistic and professional knowledge and prepares them for the transition from the reproductive function of speech to the creative, free mastery of professional vocabulary.

Keywords: pedagogical design, Russian as a foreign language, system of teaching military vocabulary, military sublanguage, creolized text