Organization of extracurricular reading within the discipline Russian as a foreign language at a military university

Statement of the problem. The article examines the issue of the formation of linguistic components of communicative competence in extracurricular reading classes (Russian as a Foreign Language discipline). On the one hand, the validity of the requirements of the Federal State Educational Standard for Higher Education is relevant, taking into account the need to develop the ability of foreign cadets to “apply modern communication technologies for academic and professional interaction”, which is most directly implemented in the classroom in the discipline Russian as a Foreign Language (teaching the language of the specialty); on the other hand, the need to develop the ability of foreign cadets to “analyze and take into account the diversity of cultures in intercultural interaction”, which should be taken into account when conducting independent work under the guidance of a teacher in extracurricular reading classes. The purpose of the article is to describe the main linguistic components of communicative competence necessary for the formation of students’ practical skills in oral dialogical, monologue speech and writing; to show a design solution for improving the process of teaching Russian as a foreign language in a military university using materials from the extracurricular workshop model “Communicative and didactic course of teaching Russian as a foreign language”. Methodology and research methods. The research methodology can be divided into two main stages: the first is the analysis of regulatory legal documents in the field of higher education and the generalization of methodological sources on the research problem; the second is the description of the criteria of the methodology developed by the author for the formation of language components of communicative competence. Conclusion. According to the author, solving complex tasks when working with authentic texts of the Krasnaya Zvezda periodical, taking into account both the professional development and formation of students, as well as the peculiarities of intercultural interaction, is possible only taking into account the needs of foreign cadets in the formation of linguistic components of communicative competence. Russian language can be used not only as a means of intercultural interaction at the level of international standards in the social sphere, but also as a means of academic and professional interaction, as a result of this level of formation of communicative competence. The extracurricular workshop “Communicative and didactic course of teaching Russian as a foreign language”, specially developed by the author, can be a result of this level of formation of communicative competence, which allows using the Russian language not only as a means of intercultural interaction at the level of international standards in the social sphere, but also as a means of academic and professional interaction.