Types and methods of organizing project activities at the initial stage of teaching Russian as a foreign language

The authors of the article answer the questions: how do digital technologies influence the formation of cognitive skills in the field of grammar, phonetics, writing, listening and reading among foreign students and what problems do foreign students and teachers face in the process of distance learning? Is it possible to consider distance learning as a priority way to develop creative and communicative skills in the process of learning RFL (Russian as a Foreign Language)? The article examines how the teaching of educational programs using digital technologies has affected the quality of knowledge received by students, the level of mastering the basics of the Russian language as a foreign language. The experiment, which is the basis of the article, answers questions about the effectiveness of teaching using digital technologies, about the problems and difficulties that modern students had to face in the process of learning Russian as a foreign language in self-isolation due to the spread of the deadly COVID-19 virus. The article describes an experiment that was conducted on the basis of the Moscow Polytechnic University (preparatory department) and the Volgograd State Polytechnic University (preparatory department).