ADAPTATION OF RUSSIAN AS A FOREIGN LANGUAGE (RFL) TEACHING MATERIALS TAKING INTO ACCOUNT THE COGNITIVE AND CULTURAL CHARACTERISTICS OF INDIAN MEDICAL STUDENTS
DOI:
https://doi.org/10.63666/ejsmr.1694-9013.4.I.2026.88Keywords:
Russian as a foreign language, Indian students, medical education, cross-linguistic interference, cognitive load, RU–EN contrastive approach, visual-algorithmic materials, professionally oriented instructionAbstract
This article addresses the adaptation of Russian as a foreign language (RFL) learning materials for first-year Indian medical students by considering their cognitive and cultural learning characteristics. The study is relevant due to the growing number of Indian students in medical universities and the need to improve RFL outcomes in programmes where core medical subjects are delivered in English. The aim is to design and pilot an integrative model of RFL material adaptation that combines (i) a contrastive RU–EN component, (ii) visual-algorithmic grammar support, and (iii) professionally oriented medical communication tasks, and to evaluate its impact on students’ linguistic and communicative performance.
The empirical part follows a quasi-experimental pre/post design with a sample of 45 Indian first-year medical students. Data were collected through grammar-accuracy tests (cases, aspect, government patterns), written-work error analysis, classroom observation (oral participation, frequency of English insertions), and a self-assessment questionnaire measuring confidence in speaking. After implementing the adapted materials, the results indicate improved grammatical accuracy, reduced interference-driven errors, and increased communicative activity. The most notable progress was observed in case usage and typical RU–EN interference patterns.
The findings support the value of targeted, evidence-informed adaptation of RFL materials for English-medium medical cohorts and can inform the development of course packs, diagnostics, and early-stage professional communication scenarios.
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