The aim of this research is to explore ways to ensure continuity between pre-university training of international students and their education in the chosen professional program by optimizing the teaching of subject-specific lecture courses, thereby facilitating the successful academic adaptation of foreigners in Russian universities. The article is devoted to the consideration of the linguo-methodological features of the academic lecture as the most important component of the educational process in the university and the specifics of its organization for international students studying in mixed academic groups. Rightly believing that the success of foreign students in mastering a specialty largely depends on the degree of their adaptation to the new academic environment, the authors analyze in detail the main difficulties faced by non-native speakers in perceiving and understanding lecture material in Russian, and offer specific recommendations to subject teachers on adapting the academic lecture to the needs of such an audience. Issues of structuring the lecture, the pace and complexity of speech, as well as the use of visual aids in the classroom are considered. The need for close and multifaceted interaction between Russian language teachers and teachers of special disciplines is especially emphasized. The scientific novelty of the study lies in a comprehensive approach to considering the academic lecture as a linguodidactic phenomenon functioning at the intersection of language and professional training of foreign students. As a result of the study, recommendations were developed on structuring and adapting lecture material, taking into account the level of language training of non-native speakers.
Novikova et al. (2025) studied this question.