Teaching AIds on Russian Literature for Foreign Students of Kuban From Linguoconceptual Positions

The value context of teaching foreign students of non-philological majors to speak Russian for the purposes of using it in social practice involves referring to the concepts of spiritual and moral content present in the works of Russian literature and including axiological components. The use of linguocultural and linguoaxiological analysis of literary texts helps to familiarize students with traditional Russian spiritual and moral values. The multinational Southern region of Russia, rich in historical and cultural events, provides an opportunity to demonstrate the main traditional Russian spiritual and moral values, conceptually designed in the value field of Russian reality and reflected by us in the selections of works of Russian literature published by us for foreign students. The tasks of the teaching aids involve conducting educational work on the relationship between the value fields of the students’ national culture and Russian culture using value-oriented concepts, which ensures the formation of ideas about the consistency of worldview at the level of original universal judgments, implemented in the format of terminal values. Conceptual analysis allows us to draw parallels between the spiritual interests of writers from Russia and the students’ countries, which enables foreign students to independently involve in the analysis and comparison of works of native literature and classical world literature known to them while studying works of Russian literature. Thus, a conceptual model of the world of a Russian is built, which is reflected in Russian literature in comparison with national models of the world. At the same time, it is not intended to analyze the specific features of the national consciousness and thinking of specific speakers of foreign languages in a multinational group of students. The linguoconceptual approach, the method of semantic-cognitive analysis, the method of linguocognitive conceptology, the method of involving axiogenic situations are used, which allows us to consider concepts at the level of their core layer and ethnospecific periphery, contributing to the formation of the idea of interethnic tolerance when working with teaching aids.