Abstract

The article is devoted to the formation of linguistic, communicative and cultural competence among students bilinguals in teaching Russian language and speech culture. The authors put forward the thesis that the training of specialists in the conditions of bilingualism re quires not only a higher level of learning a second language, but also a qualitatively different level of comprehension. It is proved that the discipline ‘Russian and the culture of speech‘ assumes formation of communicative and culturological competence of the higher education institutions, which are trained on two-profile offices taking into account a regional component. Relevance of research in this area is increasing each year since the treatment of the person as the center of all systems of cognition highlights in the pedagogical University the formation of the modern language personality, capable of effective professional activity. The functional approach provides detection of features of functioning of language units in different spheres of public work. The communicative principle means that acquisition of Russian as a means of communication happens in the course of speech practice most approached to process of communication in Russian. The detection of similarity and distinctions between languages, interlingual comparison promotes establishment and a lexical interference. The linguistic-cultural principle provides understanding of language as the phenomena of culture and is connected with ability to define national-cultural components of linguistic units - words, phraseological combinations, grammatical categories of the text. Involvement of regional component as a basis in practice of teaching Russian and culture of speech increases efficiency of all process of training of students of national branch