FOREIGN LANGUAGE DISCURSIVE SPACE AND ITS INTEGRATIVE POTENTIAL

The article is devoted to the study of the foreign language discursive space as an important factor in the process of learning Russian as a foreign language, with an emphasis on its integration potential. The foreign language discursive space opens up opportunities for students to actively integrate into an intercultural context, transcending the boundaries of traditional language learning, which is often limited to the study of grammar and vocabulary. It seems significant that when a language learner is integrated into a foreign-language discursive space, recursive communicative processes are launched in all the multidimensionality of its structure, which are a factor in the communicative success of a discourse participant. The importance of the discursive environment for the activation of cognitive processes in students, such as memory, perception and assimilation of language material, is considered. The transformation of views on scientific and academic discourse in the context of information technology progress and the psychologization of educational processes is discussed. The experiment described in the article indicates an increase in the effectiveness of teaching a foreign language by more than 20% when involving the student in the multidimensional discursive space of the studied language as a full-fledged participant in communication, taking into account the extralinguistic components of the discursive space, individual psychological and social characteristics of the student.