Communicative Adaptation of International Students in the Russian Higher Education Context

Introduction. In the context of globalization and the increasing number of international students, the study of mechanisms ensuring their successful integration into the educational environment is particularly relevant. The issue of communicative adaptation becomes a key factor determining not only academic success but also the quality of intercultural interaction. Purpose. This paper aims to identify the features, structure and conditions of communicative adaptation of international students in the Russian educational space and to reveal its interrelation with linguocultural adaptation. Methodology, methods and techniques. The study employs content analysis of domestic and international theoretical sources on intercultural communication, linguocultural studies, and the methodology of teaching Russian as a foreign language (RFL). As an applied result, a sample set of exercises is proposed to support the development of key components of communicative adaptation. Results. The study identifies the key components and levels of communicative adaptation (motivational, cognitive, emotional-affective, functional) and emphasises their dependence on cultural awareness. The functional interdependence between communicative and linguocultural adaptation is established. Pedagogical conditions promoting successful inclusion of international students into the new sociocultural environment are defined. Scientific novelty. The role of communicative adaptation as a mechanism for the practical implementation of linguocultural integration and its functional features have been revealed. Practical significance. The results can be used in the design of Russian as a Foreign Language courses with a linguocultural component, the creation of role-playing and simulation-based learning formats, the preparation of methodological guidelines for teachers, as well as in developing exercises aimed at enhancing communicative flexibility.