Comparative analysis of the Russian traditional methods of teaching RFL, the project method and the European approach to teaching foreign languages for special (professional) purposes (LSP / ESP) in touristic discourse

In this article, the author talks about the theoretical aspects of Russian as Foreign Language (RFL) teaching methods and their structure. The author conducts a comparative analysis of traditional (basic) and project teaching methods, reveals features of specialization training (specialty language) based on European approaches to teaching foreign language for special purposes (LSP/ESP), identifies а possible models for conducting projects as some of the effective forms of communicative learning RFL. The relevance of the article lies in the fact that the author designates the project method as a unity of various teaching methods, which is especially important and relevant, because it is the integration approach to the formation and development of soft skills and professional competencies that distinguishes the innovative concept of language learning in higher education.