The article describes the experience of the formation of intercultural competence in the process of learning Russian as a foreign language at the Volgograd State Socio-Pedagogical University. The authors determine the place of intercultural communication in the system of communicative competence formation. The types and forms of work of teachers of Russian as a foreign language are considered.

In the framework of the comparative linguistics (based on the proverbs and sayings in the Russian and German languages), the article deals with the binomial “parents - children”. The features of the representation of relations between parents and children in the both linguistic cultures are identified, the similarities and differences due to the mentality and cultural identity of the representatives of the described linguistic communities are under consideration in the article.

The article deals with the issue of linguocultural competence formation within the framework of linguistic training in terms of the implementation of the Federal State Educational Standards of Higher Education 3++. The following criteria of the modular principle of construction of the educational program are offered: integration of axiological and culturological approaches; complementarity that allows using the opportunities of psychological and pedagogical disciplines in the course of training; variable components.

The article deals with one of the urgent issues of teaching foreign languages- improvement of forms of education. The authors investigate the experience of using the game tasks and educational plays, which contribute to the formation of verbal skills, improve the communicative competence, develop social and personal individuality of students, activate their mental work, allowbringing the learning process closer to real conditions.

The article deals with the words allocated in Russia, the UK and France as word of the year 2016. The word of the year is a marker of social life phenomena that become the most meaningful for the linguistic culture. The criteria for selection of such words are analyzed, the lexical groups in the Russian, French and English language media discourse are found out.

The article deals with the suggestive nature of nominations of meditative texts. The lexical units as a part of meditative texts nominations are considered. The basic linguistic methods that form the suggestive potential of meditative texts are found out. The analysis is carried out with the use of explanatory and associative dictionaries.

There is considered the meditation in the theory of discourse. There are characterized the following criteria: chronotop, participants of the discourse, intention, perception channels. There is determined the place of the meditative discourse in the typology of discourse: personal - existential. There is marked out and described the specificity of chronotop (length and place of meditation) and the participants of the meditative discourse (real: master of meditation and the meditating/unreal).

There is considered the mobbing as one of the tactics of destructive communication in the institutional discourse. There are revealed the basic conceptual signs of mobbing, its status characteristics, perceptive and figurative notions and value dominants. Based on the real communication there are analyzed the typical verbal and non-verbal methods of mobbing. There is emphasized its language representation in the Russian linguistic mind.