2025/08/25 by Balasanyan, Liliya
#dialogue of cultures #motivation #principles #teaching technologies
paper · doi:10.34858/polilog.15.2025.447
Issues of Methodology for Teaching Russian as a Foreign Language in the Armenian Education System This article examines the development and current methodologies of teaching Russian as a foreign language (RFL) in the Armenian education system, using a multidisciplinary methodology that combines historical-documentary analysis, comparative textbook review, and evaluation of teaching practices across over 200 schools. The study traces the progression from early linear grammar methods to structuralist, functional, and anthropocentric approaches that integrate linguistics, psychology, sociology, and cultural studies. Field-based research identifi ed six core teaching principles: developmental learning, motivation linked to the native language, accessibility and sequencing, group and collective learning methods, durability of knowledge, and obligatory communicative orientation. The analysis highlights the role of bilingual and culturally integrated instructional materials in supporting language acquisition as a means of intercultural communication. Innovative textbooks and teaching aids were assessed for their eff ectiveness in enhancing communicative competence while maintaining systematic grammatical foundations. Findings suggest that the Armenian approach eff ectively balances traditional and modern methods to achieve contemporary educational goals, ensuring linguistic profi ciency and reinforcing Russian’s role as a mediator in intercultural and scientifi c exchange. The study argues for the importance of structured language learning that integrates innovative, communicative strategies to promote eff ective and culturally responsive RFL education.