Bulletin of the Bishkek State University

The article examines the role of emotional intelligence in teaching Russian as a foreign language in the context of expanding intercultural contacts and international educational interaction. Emotional intelligence is understood as the ability to recognize one’s own emotions and the emotions of others, regulate them, and use them effectively in communication. The study applies interactive teaching methods, game-based and role-playing techniques, situational analysis of cultural contexts, and diagnostic testing using D. V. Lyusin’s EmIn questionnaire among students majoring in History and Regional Studies. Initial diagnostics revealed an insufficiently high level of emotional intelligence among students, expressed in difficulties with self-regulation, understanding emotions, and interpersonal interaction. After implementing specially developed methods, the number of students with an average level of emotional intelligence increased. The integration of an emotional-communicative component into Russian language teaching improves language acquisition, reduces the language barrier, and develops readiness for intercultural dialogue.

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