Formation of discursive competence among Arab students in the context of intercultural communication in Russian

Abstract

The article examines the process of formation of debating competence among Arab students studying Russian in the context of intercultural communication. The study is based on a comparative analysis of the effectiveness of two pedagogical approaches. The control group (Group A) was taught according to a standard curriculum, while the experimental group (Group B) used specialized materials aimed at developing empathy, cultural adaptation, structured debate skills, analytical discussion model, and linguistic accuracy to achieve clarity of argumentation. To collect the data, a survey was conducted of seven Russian language teachers, as well as a survey of students at various time intervals. Using qualitative and comparative methods, the contribution of educational materials to the development of students' ability for intercultural exchange was assessed, with a focus on cultural sensitivity, fluency of speech and conducting collaborative dialogue. The results showed that Group A demonstrated greater flexibility, engagement, and overall progress in conducting discussions. At the same time, Group B achieved higher scores in analytical abilities and persuasiveness of argumentation. At the same time, both groups faced difficulties related to cultural stereotypes and social integration. The data obtained highlight the different effects of basic and analytical training materials on the development of debating skills, which suggests the feasibility of a hybrid approach to optimize results. In conclusion, practical recommendations are presented for teachers on developing strategies that promote the development of intercultural communication skills, mutual understanding and effective cooperation in a multicultural academic environment.