DEVELOPING INTERCULTURAL COMMUNICATIVE COMPETENCE IN RUSSIAN LANGUAGE TEACHING THROUGH THE AUDIOVISUAL METHOD
Keywords:
Russian language teaching, audiovisual method, intercultural communicative competence, cultural mediation, authentic video, pragmatics, sociocultural competence, multimedia learning, intercultural reflection, UzbekistanAbstract
This article examines how audiovisual instruction can be systematically used to develop intercultural communicative competence in Russian language education. The study employs a qualitative methodological design based on content analysis of recent scholarship on intercultural language education, audiovisual input, multimedia learning, and Uzbek language-teaching research. The results propose a five-stage instructional model—cultural noticing, contextual decoding, comparison, interaction, and mediation/reflection—and a set of criteria for selecting audiovisual materials. The model positions video not merely as a source of linguistic input but as a mediated cultural event in which language, social roles, non-verbal behaviour, values, and pragmatic choices can be jointly analysed and transformed into communicative practice.
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