Criteria for Diagnosing Communicative Competence in Russian Language Among Students

Abstract

This article theoretically and practically analyzes the criteria for diagnosing the communicative competence of students studying Russian in higher education institutions. The linguistic, sociolinguistic, pragmatic, and strategic components of communicative competence are identified, and indicators for their assessment are developed. A comprehensive diagnostic model is proposed, with criteria substantiated for evaluating oral and written speech. The research findings serve to determine students’ speech preparedness in the process of teaching Russian and to enhance the effectiveness of education.

Topics

Identifiers

DOI

10.55640/eijmrms-06-03-03

Citations and references