Methodology of checking monotypic oral monologue answers in Russian in a foreign-language audience at the beginning level

The difficulties faced by teachers of Russian as a foreign language in the formation of students’ skills of producing oral monologue statements at the beginning stage in a group are described. The need to methodically diversify the organization of work on checking students’ monologue answers of the same type in the classroom is shown. A number of ways to increase the level of motivation, concentration and involvement in the educational process of students while listening to the oral presentations of their classmates are proposed. The given recommendations are relevant while working on both reproductive and productive monologue statements with foreign students who speak Russian at an elementary or basic level.