Method of comparative analysis in professionally oriented teaching of Russian language to Indian university students

Statement of the problem. The article is motivated by the problem of insufficient methodological experience in organizing the teaching of Russian language for a large audience of students from India, who are receiving education in English and are influenced by the linguistic and cultural interference of Hindi and other national languages of their country, throughout their education closely linked to their national culture. The purpose of this study is to develop and update forms and methodological techniques for working with national paremiological units of two cultures in a comparative aspect. Methodology (materials and methods). The research is based on the principles of competency-based and professionally oriented education in higher education, as well as a linguistic and cultural approach in language teaching methodology, grounded in the unity of linguistic, country-specific, cultural-semiotic, and axiological competencies. In developing the research materials, analysis of scientific and educational-methodological works dedicated to the problems of teaching Russian as a foreign language, professional communication for future medical doctors, and, in particular, the methodology for working with paremias was conducted; methods for selecting linguistic-didactic material, comparative analysis of Russian and Indian paremias, and pedagogical modeling were used to develop techniques and types of work with paremias in classes and in extracurricular activities with Indian students. Research results. On the basis of the analysis, the article emphasizes the relevance of incorporating Russian and Indian paremiological expressions into the process of teaching the Russian language to students from India at Perm State Medical University. As educational material, Russian and Indian proverbs are presented, reflecting key culturally significant concepts of the national worldview. Additionally, the article explores various methods of working with these expressions within the framework of their contrastive analysis from a linguocultural perspective, particularly in the context of Russian as a Foreign Language (RFL) classes, as well as in organizing extracurricular activities and students’ research work. Conclusion. The study draws conclusions about the effectiveness of forms of work with national proverbs based on the method of linguocultural comparative analysis, which contributes to the formation of a set of professional competencies in students (linguistic, communicative, linguistic and cultural, intercultural), and also actualizes humanistic ideas and spiritual values necessary in the professional, moral, deontological education of a future doctor. The involvement of linguistic material in a comparative interpretation, which has not previously been the object of consideration of methodologists and teachers of Russian as a foreign language, proves the novelty of this study. The practical significance of the study lies in the possibility of using the proposed linguodidactic tools and methodological techniques for using Russian and Indian proverbs in teaching Russian to Indian students.