The relevance of the problem stems from the necessity to distinctly plan educational process and set the goals for successful mastering of Russian language by foreign students in Russian higher educational institutions. The article is aimed at defining the foreign students’ objectives for Russian language training, allowing them to get involved into the learning process and adapt to the society. The leading method to the study of this problem is a practical method allowing to consider it as a process of purposeful planning that favors the improvement of the quality of education and enables foreign students to intensify the study of the language. During the educational planning process, the article proposes to use the concept of interconnected training for the main types of verbal activity that allows to single out the skills and abilities needed to master the communicative competencies, specifying objectives and optimizing the learning process. The article may be useful for researchers who develop a methodology for teaching foreign students, and for teachers who teach Russian language and plan the training of foreigners who are interested in optimization of the learning process.

Arkadyeva, T. G., Vladimirova, S. S. & Fedotova, N. S. (2012). Organizational Trends in Educational and Professional Adaptation of Foreign Students in the Russian Higher School. The Education and science journal, 5, 116-129.

Belyaev, B. V. (1965). Essays on the psychology of foreign languages learning. Moscow: Education, 229 p.

Bespal'ko, V. P. (1989). The aspects of educational technology. Moscow: Education, 190 p.

Biryukova, A. B. (2014). Modelling of communicative and speaking situations in teaching Russian as a foreign language in a non-native language environment. Philology. Problems of theory and practice, 4(34), 34 - 37.

Common European competencies of foreign languages proficiency: learning, teaching, assessment. (2003). Moscow: Moscow State Linguistic University, 15-16.

Evtyugina, A. A. (2014). The development of language and cross-cultural communication in a multicultural space. Multilinguism and Dialogue of Cultures: Proceedings of the International scientific and practical conference, Aktyubinsk, April 25. 2014. Aktyubinsk: Aktyubinsk Regional University Publisher K. Zhurbanova, 5-9.

Evtyugina, A. A., Simonova, M. V. & Fedorenko, R. V. (2016). Teaching Conversational Language Skills to Foreign Students: Blended Learning and Interactive Approaches. IEJME-Mathematics Education, 11(8), 2925-2936.

Kostomarov, V. G. & Mitrofanova, O. D. (1998). Methodological guide for professors who teach Russian language to foreigners. Moscow: Russian language, 157 p.

Kostomarov, V. G. & Vereschagin, E. M. (1990) Language and Culture: Linguistic and cultural knowledge in teaching Russian as a foreign language. Moscow: Russkiyyazik, 248 p.

Kubryakova, E. S. (2004) The issue of cognitive science and actual problems of cognitive linguistics. Problems of cognitive linguistics, 1, 6-17.

Masalimova, A.R., Porchesku, G.V. & Liakhnovitch, T.L. (2016). Linguistic Foundation of Foreign Language Listening Comprehension. IEJME-Mathematics Education, 11(1), 123-131.

Passov, E. I. (2007). The content of foreign language education as a methodical category. Foreign languages at school, 6, 13-23.

Popova, Z. D. & Sternin, I. A. (2007). Semantic and Cognitive Analysis of Language. Voronezh: Istoki Publishing House, 250 p.

Rosh, E. (1975). Cognitive Representation of Semantic categories. Journal of Experimental Psychology, 104, 192-233.

Shchukin, A. N. (2006). Foreign languages: Theory and Practice: A Training Manual for teachers and students. Moscow: Philomatis, 479 p.

State educational standard for Russian as a foreign language. Basic level (1999). Moscow-Saint Petersburg: Zlatoust, 32 p.

Tarasov, E. F. (1996). Intercultural communication is a new ontology of linguistic consciousness analysis. Ethnocultural specifics of linguistic consciousness. Moscow, 7- 22.

Valeeva, R.A., Aitov, V.F. & Bulatbayeva, A.A. (2016). The Levels of English Language Acquisition on the Basis of Problem-solving and Product-oriented Tasks in the Multiligual Social Medium. IEJME-Mathematics Education, 11(1), 255-266.

Vezhbitskaya, A. (2001). Lexicography and conceptual analysis. Moscow: Languages of Russian Culture, 200 p.

Yaeger, G. V. (1990). Mechanisms for monitoring the correctness of the language statements. Kharkov: Base, 184.p.

Zimnyaya, I. A. (2001). Linguistic psychology of speech activity. Moscow, Voronezh: Modek, 432 p.