PROJECT-BASED APPROACHES IN RUSSIAN LANGUAGE CLASSES: INTERDISCIPLINARY TEACHING EXPERIENCES WITH ARMENIAN AUDIENCES

This article explores the implementation of project-based learning (PBL) in the context of teaching the Russian language and culture of speech to students in Armenian universities. It discusses the historical background of the project method, its relevance to interdisciplinary education, and the methodology for organizing project assignments on interdisciplinary topics. The study analyzes student preferences and the outcomes of their projects, highlighting the challenges faced during the application of the project method. Recommendations are provided to enhance the effectiveness of this teaching approach, emphasizing the importance of aligning project topics with students' professional interests, introducing intermediate assessment stages, and fostering collaboration among students. The findings indicate that project-based learning significantly contributes to the development of critical thinking, language skills, and cultural awareness, ultimately enriching the educational experience for students learning Russian as a foreign language.