LOCALIZATION OF RFL CONTENT: THE ARMENIAN CULTURAL CONTEXT AS A DIDACTIC RESOURCE FOR DEVELOPING COMMUNICATIVE AND INTERCULTURAL COMPETENCE
https://doi.org/10.59982/18294359-26.1-ls-29
Abstract
This article examines the challenges of localizing the curriculum of Russian as a Foreign Language (RFL) for an Armenian target audience within the context of the contemporary educational landscape. Particular attention is paid to the need to consider the sociocultural, linguistic, and cognitive characteristics of learners when selecting and organizing instructional materials. The importance of integrating the national and cultural context into the teaching process is substantiated as a means of increasing students’ motivation and improving the effectiveness of language acquisition. Furthermore, the paper explores the pedagogical potential of Armenian cultural source material—including texts, realia, traditions, and elements of daily life—that can be productively utilized in RFL classrooms. Specific instructional models and localization techniques are proposed, aiming at the cultivation of sustainable language skills and the development of speech proficiency under conditions of authentic communication.
Special emphasis is placed on the formation of intercultural and communicative competence as key objectives of foreign language teaching. It is concluded that the localization of instructional content serves not only as an effective methodological tool but also as a strategic principle of modern RFL methodology, ensuring deeper and more meaningful language acquisition within the learners’ native cultural context.
Keywords: RFL, localization of instruction, intercultural communication, linguoculturology, Armenian audience, communicative approach.
PAGES: 349-360