Abstract

The paper addresses issues of teaching emotional and evaluative vocabulary of the Russian language to Turk-speaking students. It also demonstrates the important role of the contrastive-typological approach to their study of the marked lexics. Certain linguo-didactic technologies that allow to form their communicative and cultural competence in the educational process are described. The results of the training experiment prove the effectiveness of the proposed methods of theoretical and practical material presentation. It seems a promising perspective to create an online educational resource for this section.

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