Introduction. The task of popularization the Russian language as a cultural and axiological basis for promising intercultural relations is one of the most pressing today. Learning a language, of course, requires meeting the live speech of its native speakers through audio, video courses, direct communication, etc. The article sets the task of highlighting those fundamental principles that are successfully used in video lessons of Russian as a foreign language for beginners. Based on a large amount of material, general approaches are recorded and specific techniques successfully used in individual videos are described. The goal set by the authors of the article is to systematize the principles and techniques most effectively used in the practice of video lessons.

Materials and methods. The research material was ten video courses of Russian as a foreign language, created by teams of teachers from schools, universities, and scientific institutes. Based on the comparative method, which makes it possible to describe both general and distinctive features of the entire array of resources described, the authors of the article obtain reliable results, confirmed by teaching practice. The experience of creating video lessons “Interactive author’s courses” (State Institute of Russian Languages named after A. S. Pushkin), “MULTI_Saratov” (SSU named after N. G. Chernyshevsky), “Lectorium” (NiTPU), and others is described from the point of view of the generality of techniques and approaches to solving the problem of teaching Russian as a foreign language.

Results. Extensive empirical material based on experience of working with foreign students is structured and theoretically substantiated. The most productive techniques and methods for constructing and organizing video materials used in teaching Russian as a foreign language have been identified and systematically presented. The results are systematized around materials, firstly, offered to students at the introductory stage of language learning, secondly, when expanding vocabulary and mastering grammar, and finally, when mastering regional studies.

Discussion. Based on generalized experience, a conclusion is drawn about the importance of synchronizing audiovisual supports when creating video lessons, and the main strategies for creating video content are described. It has been established that the potential of video lessons is associated with the forms of use of verbal, audio and video supports in them.

Conclusion. The study contributes to a significant increase in the effectiveness of created video lessons, an increase in the effectiveness of their use in Russian as a foreign language courses, and presents various options for working with video lessons in educational courses.

The importance of the structure and content of video materials for teaching Russian as a foreign language is substantiated.

A functional educational model of a video lesson for Russian as a foreign language for beginners has been developed.

It has been proven that the effectiveness of video lessons is associated with the forms of use of linguo-grammatical, audio and video supports in them.

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