FORMATION OF SPEECH SKILLS IN ONLINE TEACHING RUSSIAN AS A FOREIGN LANGUAGE

From the point of view of the current state of the methodology of teaching a foreign language, mastering a foreign language occurs if the foreign speaker has developed communicative competence, the ability to solve communicative problems by speech means is formed. Even though the presence of linguistic and speech competence is considered as an intermediate link, the success of communication largely depends on the degree of formation of speech skills, their automation, which is developed by playing many situations using the appropriate speech models (Passov, 2010). During a pandemic, sometimes the only possible form of distance learning and the absence of a language environment become conditions that are fundamentally different from the conditions of communication, which further complicates the teacher's task to form the student's speech skills capable of transferring to the situation of real communication. In addition, the factors of repeatability of speech samples, the regularity of their presentation, so necessary for the automation of speech skills, can cause boredom in the student and even the desire to stop learning a new language for him. Thus, in our opinion, in a distant format, it becomes especially important for a teacher to make the process of teaching speech models at the initial stage of language learning as interesting, variable, and effective for memorization as possible. The aim of the study is to describe the most effective approaches to the formation of speech skills among foreign students, considering the disadvantages of online teaching of Russian as a foreign language.