Мethods of Implementing the Ethnolinguocultural Model of Teaching Russian as a Foreign Language Based on Superstitions and Omens

The relevance of this study is determined by the contradiction between the modern society’s demand for a multicultural personality and the insufficient development of programmatic and methodological support aimed at fostering cultural literacy in the system of foreign language education. Increasing cultural awareness among foreign learners is possible through the inclusion of ethnic cultural components in the educational process. This explains the interest in omens and superstitions as an educational resource that uniquely conveys the value orientations of native speakers while simultaneously reflecting the specific features of thinking and behavior of social groups. The aim of the study is to demonstrate and describe methods of working with superstitions and omens that activate cognitive, educational, and formative processes in teaching Russian as a foreign language within the framework of the ethnocultural approach. The presented material makes it possible to form basic ideas about the pragmatic functionality of omens and superstitions as a teaching tool that contributes to the development of communicative skills combined with the acquisition of ethnocultural knowledge, thereby shaping a comprehensive understanding of the language among students. The demonstration of teaching methods clearly illustrates the variety of ways of working with cultural phenomena and confirms the possibility and appropriateness of including them in the system of practical courses of Russian as a foreign language.