Аннотация: The subject of this study is the linguodidactic and linguometodic potential of an interactive simulator as a means of electronic linguodidactics in teaching Russian as a foreign language. During the research, a set of methods is used: methodological modeling, questionnaires, expert evaluation, etc. The primary method of research is a pedagogical experiment. During the experiment, a model of the educational process was built using a language trainer as a means of electronic linguodidactics. The pedagogical experiment was conducted in three stages and was aimed at studying the features of the educational process when teaching Russian as a foreign language using electronic linguodidactics. The data for the analysis were collected by questioning the students who participated in the experiment.
The relevance of the study of electronic linguodidactics in teaching RCT lies in the fact that during the pandemic and with a mass transition to distance learning, the needs of students in intensive foreign language acquisition courses continue to grow. RCT teachers must create and use electronic educational resources in language teaching and their multidisciplinary development. In addition, the idea of syncretism in educational technologies seems relevant. The study made it possible to formulate the theoretical foundations of the linguometodic simulator and to confirm its practical significance in teaching RCT. The theoretical and practical significance of the research lies in deepening and expanding scientific and methodological ideas about the place and role of an interactive language trainer in the environment of electronic means of teaching RCT, as well as in presenting opportunities to improve the effectiveness of the formation of language skills and speech skills in teaching RCT. The main conclusion of this study is the position on the relevance of the use of electronic linguodidactics in the teaching of RCT, in particular, an interactive language trainer.

Аннотация: Предметом исследования является лингводидактический и лингвометодический потенциал интерактивного тренажёра как средства электронной лингводидактики в практике преподавания русского языка как иностранного. В ходе исследования применяется комплекс методов: методическое моделирование, анкетирование, экспертная оценка и пр. Основной метод исследования – это метод педагогического эксперимента. В ходе эксперимента была построена модель образовательного процесса с использованием лингвотренажёра как средства электронной лингводидактики. Педагогический эксперимент проводился в три этапа и был нацелен на изучение особенностей образовательного процесса при обучении русскому языку как иностранному с помощью средств электронной лингводидактики. Данные для анализа были собраны путём анкетирования учащихся, которые приняли участие в эксперименте.   Актуальность исследования средств электронной лингводидактики в преподавании РКИ заключается в том, что в условиях пандемии и массового перехода на дистанционное обучение потребности учащихся в интенсивном овладении иностранным языком продолжают расти. Это требует от преподавателей РКИ создания и использования в языковом обучении электронных образовательных ресурсов и их многопрофильной разработки. Кроме того, актуальной представляется идея синкретизма образовательных технологий. Исследование позволило наиболее полно сформулировать теоретические основы лингвометодического тренажёра и подтвердить его практическую значимость в обучении РКИ. Теоретико-практическая значимость исследования заключается в углублении и расширении научно-методических представлений о месте и роли интерактивного лингвотренажера в среде электронных средств обучения РКИ, а также в представлении возможностей повышения эффективности формирования языковых навыков и речевых умений при обучении РКИ. Основным выводом данного исследования является положение об актуальности использования средств электронной лингводидактики в преподавании РКИ, в частности интерактивного лингвотренажёра.

Abstract: The subject of this study is the linguodidactic and linguometodic potential of an interactive simulator as a means of electronic linguodidactics in teaching Russian as a foreign language. During the research, a set of methods is used: methodological modeling, questionnaires, expert evaluation, etc. The primary method of research is a pedagogical experiment. During the experiment, a model of the educational process was built using a language trainer as a means of electronic linguodidactics. The pedagogical experiment was conducted in three stages and was aimed at studying the features of the educational process when teaching Russian as a foreign language using electronic linguodidactics. The data for the analysis were collected by questioning the students who participated in the experiment.
The relevance of the study of electronic linguodidactics in teaching RCT lies in the fact that during the pandemic and with a mass transition to distance learning, the needs of students in intensive foreign language acquisition courses continue to grow. RCT teachers must create and use electronic educational resources in language teaching and their multidisciplinary development. In addition, the idea of syncretism in educational technologies seems relevant. The study made it possible to formulate the theoretical foundations of the linguometodic simulator and to confirm its practical significance in teaching RCT. The theoretical and practical significance of the research lies in deepening and expanding scientific and methodological ideas about the place and role of an interactive language trainer in the environment of electronic means of teaching RCT, as well as in presenting opportunities to improve the effectiveness of the formation of language skills and speech skills in teaching RCT. The main conclusion of this study is the position on the relevance of the use of electronic linguodidactics in the teaching of RCT, in particular, an interactive language trainer.