Учебное пособие предназначено для тюркоговорящих иностранцев, изучающих русский язык на уровне А-2 и намеренных работать в сфере туризма. Книга адресована персоналу гостиниц, непосредственно контактирующему с туристами (администратор, работник рецепции, горничная), и поможет научиться понимать русскоязычных гостей и корректно отвечать на их вопросы и пожелания. Цель курса – владение устной речью в стандартных ситуациях стереотипными структурами и выражениями (уровень А-2 в системе Совета Европы). Основной курс рассчитан на 50 часов аудиторной работы. Пособие содержит русско-турецкий словарь, обобщающие грамматические таблицы, а также сборник текстов для домашнего чтения и самостоятельного аудирования, которые обеспечат индивидуальную работу со студентами.

Учебное пособие адресовано тюркоговорящим иностранцам, осваивающим русский язык на уровне А-2 и намеренным работать в сфере туризма. Третья книга посвящена ресторанному бизнесу и адресована персоналу ресторанов, непосредственно контактирующему с русскоязычными туристами (администратор, метрдотель, официант, бармен). Цель курса – владение устной речью в стандартных ситуациях стереотипными структурами и выражениями (уровень А-2 в системе Совета Европы). Основной курс рассчитан на 50 часов аудиторной работы. Пособие содержит русско-турецкий словарь, обобщающие грамматические таблицы, а также сборник текстов для домашнего чтения и самостоятельного аудирования, которые обеспечивают индивидуальную работу со студентами.

History, Scientific Traditions, and Outstanding Alumni of Herzen University The Department of Intercultural Communication was founded on 3 January 1992 as the Department of Methodology of Teaching Russian as a Foreign Language of the Faculty of Russian as a Foreign Language (the Department was renamed to The Department of Intercultural Communication in September 2000) [Lysakova]. The year 1992 was the time when Russian public life and socio-economic patterns were undergoing an intensive transformation. Development of teaching Russian as a foreign language was also a part of this groundbreaking social change. “Practical Stylistics of Russian Language for the Students Studying Russian as Non-Native Language” was the first learning guide created at the Department. It was issued in 1993. “Russian Language Through Communicative Situations” became the second textbook that reflected methodological concepts of the Department. Along with these innovative studies the Department created training books requested by the participants of refresher courses for Russian language teachers from foreign countries. Thus, “The Press of Perestroika” by I.P. Lysakova, the study guide created on basis of the special course on newspaper language was issued at the request of the teachers from the USA and Germany for foreign students studying Russian. This guide also contained commentaries and Russian-English-German dictionary. Consequently, the Department of Methodology of Teaching Russian as a Foreign Language in the first years of existence has made a name for itself as a forward-looking group of like-minded people, who are able to create authorial study guides highly-demanded in modern times. Besides creating the innovative study guides, the authoring team has developed the programs for training modern professionals, those future teachers of Russian as a foreign language, who were meant to master the methodology of teaching Russian as a foreign language. Bachelor’s program of teaching Russian as a foreign language was founded at the Faculty of Philology in 1994. High quality level of the faculty from the very beginning was supported by Master’s and Postgraduate programs of The Theory and Methodology of Teaching Russian as a Foreign Language specialism (13.00.02). The Department has trained 6 Doctors of Sciences and 55 Candidates of Sciences since 1993. Currently 2 Doctors of Sciences and 6 Candidates of Sciences work at the Department. Such crucial theoretical problems as theory of the textbook, basis of intercultural communication, linguacultural studies were investigated in the dissertations prepared at the Department. In 2005 the Department has received a special order by the Saint Petersburg schools. It was requested to start training teachers of Russian as a non-native language due to increasing of migration flows from former Soviet Union republics to Saint Petersburg. So the new educational program and the new scientific field (Russian as a Non-Native Language) appeared at the Department. Scientific and methodological center of migrants’ lingual adaptation was founded at the Department in 2006. The center started to manage volunteering in schools with polyethnic pupils, conduct refresher courses for Russian as a non-native language teachers, develop Russian language adjustment study guides for children-non-native speakers. [Zheleznyakova]. International cooperation is a significant activity area of the Department. During the 22 years of its existence the Department has established business and companionate relations with the universities of the USA, China, Finland, Poland, Germany, Romania, Slovakia, Estonia, Ukraine, Latvia, Korea and Lithuania. Due to these connections, not only all of the Department’s lecturers have gained an experience of long-term teaching Russian abroad, but senior students have received an opportunity to undergo their teaching practice of intercultural communication in Poland or Finland. Annual international conference “Russian Studies and Modernity” significantly impacts on the scientific and methodological development. Various scientific, educational and methodological studies are reflected in the periodical publication of the Department of Intercultural Communication — “Russian as a Froign Language: Theory. Research. Practice.” Therefore, persistent efforts of the Department’s faculty members, postgraduates and students have contributed to the development of methodological study from culture-oriented linguistics to linguacultural studies and intercultural communication. These efforts are aimed to build a dialogue among cultures both in teaching Russian as a foreign language to international students from near and far abroad and teaching Russian as a non-native language in multicultural schools of Saint Petersburg. List of sources: Official website of the Department of Intercultural Communication of Herzen State Pedagogical University of Russia URL: https://www.herzen.spb.ru/main/structure/fukultets/fff/intercult/1413233548/ E.A. Zheleznyakova. “Short-Term Training for Migrant Children in Russian as a Foreign Language: Leningrad Region Experience.” Ethnodialogues. 2017. No. 2 (53). P. 127–134. I.P. Lysakova. “Russian as a Foreign Language and Russian as a Non-Native Language: Training Methodology Textbooks for Teachers.” Present-Day Trends of Study and Teaching Russian Language and Literature. Reports and presentations of XXII International Scientific and Methodological Conference. 2017. P. 351–356.