This article examines the pressing issue of developing the communicative competence of students from the Commonwealth of Independent States (CIS) during practical classes in the subject "Speech Culture." In today's multicultural university educational environment, the successful adaptation and professional development of international students directly depend on their level of speech culture and mastery of academic and business communication standards. In this regard, the relevance of the study is determined by the need to improve the effectiveness of the linguistic, sociocultural, and professional adaptation of students from CIS in a multicultural educational environment.

The paper substantiates the key importance of the sociocultural component in the structure of foreign language communicative competence, as overcoming the language barrier requires not only knowledge of grammar and vocabulary rules but also a deep understanding of the national and cultural context, norms of speech etiquette, and the speech behavior traditions of the host society. Thus, the main purpose of this article is to substantiate the role of sociocultural component and present methods for developing the communicative competence of students from CIS countries during practical classes in Speech Culture. To achieve this purpose the study seeks to determine the place and significance of sociocultural component within the structure of foreign-language communicative competence and to identify the main linguistic and sociocultural difficulties encountered by students in academic and business communication.

The author proposes the project method as one of the most effective, flexible, and promising pedagogical tools. This method allows for the seamless integration of classroom and extracurricular work, shifting the focus from the passive acquisition of theoretical rules to active practical activities, simulating real-life situations of intercultural communication, and solving professionally oriented problems.

The methodological experience presented in the article and the practical recommendations developed can be used by teachers of Russian language and speech culture when working with international students majoring in non-linguistic and humanities fields to improve the quality of their language training and accelerate sociocultural integration.

ARZUMANOVA R.А.

Candidate of pedagogical sciences, associate professor, Peoples' friendship university of Russia, Moscow, Russian Federation

Е-mail: arzumanowa@mail.ru, https://orcid.org/0000-0003-3093-8246

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russian language, communicative competence, modern multicultural educational environment, speech culture, national-cultural context, speech behavior, intercultural communication