Effective methods of teaching vocabulary and developing students' speech in Russian as a non-native language in the Republic of Tajikistan

Abstract

The article is devoted to the problem of teaching vocabulary and developing speech competence of students in the context of teaching Russian as a non-native language in the Republic of Tajikistan. The study analyzes modern methodological approaches, including the communicative paradigm, project-based learning, game technologies, information and communication tools, as well as the integrative CLIL model. Particular attention is paid to the influence of the bilingual environment, the specifics of Tajik learners, and the phenomenon of linguistic interference. Based on the analysis of pedagogical practice and conditional survey data of teachers, the author identifies the most effective strategies for expanding students’ active vocabulary and improving their speech activity. The article emphasizes the need for a comprehensive, nationally oriented methodology and the creation of innovative teaching materials adapted to the cultural and educational context of Tajikistan. The proposed methodology is built around the lesson cycle «Input – Processing – Production – Fluency», combining spaced repetition, collocation grids and project-based digital tasks, which yields a more noticeable increase in the breadth and depth of vocabulary, oral fluency and written coherence than traditional instruction.