A system of exercises for teaching Russian perception verbs to foreign students during pre-university training: a communicative-cognitive approach

This article analyzes the features of communicative-cognitive teaching of Russian perception verbs to foreign students at the pre-university preparation stage, stemming from the complex grammatical-semantic nature of perception verbs and the lack of systematized methodological solutions in contemporary practices of teaching Russian as a foreign language. It is emphasized that perception verbs constitute a high-frequency and functionally significant lexico-grammatical category, necessitating a staged organization of instruction and reliance on cognitive mechanisms for comprehending language material. The authors present a developed set of exercises, including language, conditional-speech, and communicative tasks, structured in accordance with the principles of the communicative-cognitive approach and ensuring a gradual transition from receptive mastery of instructional (language and speech) material to its productive use in speech. It is demonstrated that the proposed set of exercises promotes the formation of stable analytical and lexico-grammatical skills and abilities among students, as well as an increase in the level of communicative competence development. The significance of the study lies in the fact that the developed set of exercises can serve as a methodological foundation for creating instructional materials for the communicative-cognitive approach to teaching foreign students at the pre-university preparation stage. The obtained results confirm the effectiveness of this set for the staged formation of language, speech, and communicative skills and abilities in the process of teaching Russian perception verbs.