The effectiveness of virtual and full-time educational excursions for foreign students in teaching Russian as a foreign language was determined as a result of an experiment conducted in 6 first-year groups at the Russian Language Department of the Medical Institute of the Peoples' Friendship University of Russia. 3 groups of the first year (48 students) participated in full-time excursions in 2019 and early 2020, when all tourist sites were open. We wrote about the results of such a study in our previous article (Molchanova, Alontseva, Ermoshin, Nikitina, 2020). The remaining 3 groups (45 students) took part in virtual excursions to the same places in the second half of 2020 and early 2021, when all excursion sites were closed. Students of 6 groups were from different countries: Sri Lanka, Morocco, France, Zambia, Iran, Lebanon, Uzbekistan, Botswana, Israel, Armenia, China, Peru, Guinea-Bissau, Nigeria, Abkhazia, Morocco, Jamaica, Egypt and Costa Rick.
Comparison of the results in all six groups unambiguously showed that the abilities of students of all six groups participating in virtual and full-time educational excursions were the same for all criteria.
We offer methodological and practical recommendations for teaching foreign students the Russian language when immersing them in the language environment, as well as when getting acquainted with the history and culture of Russia in a virtual and full-time format.
The article also includes theoretical justifications for the feasibility of conducting any forms of excursions, which are designed to form students' various speech skills.
The practical usefulness of the study lies in the fact that its results, together with the collected material, can be used to create textbooks and conduct practical classes in Russian as a foreign language, as well as in the system of training and advanced training in Russian as a foreign language.