Teaching non-equivalent vocabulary in Russian as a foreign language using augmented reality: a sociocultural aspect

Introduction. An urgent task in teaching Russian as a foreign language abroad is to develop students’ axiological and 
sociocultural understanding of the target language country. This contributes to better assimilation of communicative 
models and an adequate perception of historical and contemporary facts in the context of international cooperation. A 
valuable didactic resource for the implementation of this task is non-equivalent vocabulary, which introduces tangible and 
intangible realities and stimulates cognitive interest. The purpose of the study is to consider the educational, motivational 
and socio-cultural potential of non-equivalent vocabulary, represented using augmented reality technologies.
Materials and Methods. Russian Language research was conducted on the basis of the "The Centre for Open Education 
in the Russian Language and Russian Language Teaching" at Bong University. The following methods were used in the 
course of the work. Theoretical: analysis and comparison of various methods of working with non-equivalent vocabulary; 
analysis of international and Russian experience of using augmented reality in teaching a foreign language. Empirical: 
sampling, comparison and systematization of linguistic material extracted from educational and lexicographic sources; 
observation during a pedagogical experiment; testing in order to identify sociocultural representations at different stages 
of learning; a questionnaire that determines effective means of AR in the representation of non-equivalence. The study 
involved 5 teachers and 50 international students.
KEYWORDS
Results. Non-equivalent vocabulary, included in the didactic context and supported by augmented reality tools, contributes 
to the formation of socio-cultural ideas.  Thematic groups of non-equivalent vocabulary arouse varying degrees of interest 
among students. The need to use visual augmented reality tools when learning non-equivalent vocabulary is confirmed by 
the survey data: 72% of respondents preferred 3D objects.
Conclusion. The conducted research proves the importance of including non-equivalent vocabulary in the context of 
teaching Russian as a foreign language in foreign countries. The use of augmented reality technologies as a means of 
representation and semantics in combination with classical methods and techniques forms cognitive interest, creates 
the basis for socio-cultural representations. The research materials can help beginners and experienced teachers in 
preparing classes with a regional focus.