Language can’t be taught and learned separately from culture. Art, in turn,
is a significant part of the culture and a means for its comprehension by foreign
students. Film adaptations represent a fair combination of technologies
and art. However, the application of the full potential of film adaptations in Russian
language lessons demands sufficient methodological research. Thus, this article
aims to reveal the available methodological potential of film adaptations in Russian
language teaching and to show that this topic opens up wide possibilities for research
in terms of methodological developments.
The object of the article is the process of linguistic education of students in higher
education institutions. The subject of the study is authentic materials as a means
of foreign language teaching. This study is based on a narrative analysis of current
theoretical materials of post-Soviet republics’, Russian and foreign scholars on the
issue of the film adaptations as a tool in teaching RLF (Russian language as foreign).
The authors held to the research principles of consistency, historicism and cultural
appropriateness. The analysis of the publications on the issue indicated
that film adaptations are an as effective tool for teaching RLF. The conducted literature
review revealed that film adaptations usually are used in the lessons of
Russian literature as supplementary material. However, film adaptations prove
themselves to be an effective tool for teaching RLF on an even basis with literary
works. The combination of the two materials is suitable for the development
of all four language skills: reading, writing, speaking and listening. The scientific
value refers to analysis of existing data on film adaptations which contributes to
further researches on the problem. The practical value of
this study is that it provides a methodological base for the lessons of Russian language
with application of film adaptations of literary works.
