“LIVE AND LEARN!”: PHRASEOLOGY AS ASSIMILATIVE MATERIAL IN TEACHING FOREIGN LANGUAGES (BY THE EXAMPLE OF RUSSIAN AS A FOREIGN LANGUAGE)

The article touches upon the issue of studying phraseology and idioms by foreign students in Russian language classes. This language layer represents extensive and rich material not only for studying phraseological units (phraseologisms), but also for mastering, practicing and fixing practically all the main grammatical aspects in teaching practice: from phonetics (practicing pronunciation) to grammatical structure (cases, verb forms, syntactic constructions, etc.), including the introduction of vocabulary, interpretation of its meaning, demonstration of use in a specific context and further memorisation by students. In addition to the above mentioned, the use of phraseology enlivens the learning process, diversifies the speech of students, significantly expanding their communicative competencies and practical speech abilities. However, at the same time, the teacher is required to make a clear and strict selection of direct phraseological material, taking into account the degree of usage of a particular phraseological unit by native speakers themselves, the degree of its comprehensibility - complexity for a foreign student, as well as taking into account the specific communicative tasks facing students. We should note the importance of phraseology in the course of Russian as a valuable linguacultural material for the analysis of not only purely linguistic, but also historical, cultural, philosophical and other value orientations and national characteristics of the Russian culture and language bearers.