LINGUOCREATIVE POTENTIAL OF LANGUAGE PLAY IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

Abstract

The paper proposes a staged model for developing the linguocreative competence of learners of Russian as a foreign language through language play. Building on the definitions of E.A. Zemskaya and V.Z. Sannikov and on second language research into play, the model links three operations, recognition, interpretation and production, with CEFR levels from A2 to C1 and with the mechanism of play typical of each level. Special attention is paid to Uzbek-speaking learners, for whom Russian and Uzbek interlingual homophones such as тут and tut are proposed as material for bilingual play tasks.