THE ROLE OF PEDAGOGICAL SUPPORT AND THE TEACHER’S EMOTIONAL INTELLIGENCE IN TEACHING THE RUSSIAN LANGUAGE TO UZBEK STUDENTS

Abstract

 The article examines the role of pedagogical support and the emotional intelligence of the teacher in the process of teaching the Russian language to students whose native language is Uzbek. Special attention is given to the psychological and sociocultural aspects of interaction between teachers and learners that influence the successful acquisition of a non-native language. The mechanisms of motivation formation, overcoming speech barriers, and creating a favorable emotional environment that contributes to the development of communicative skills are analyzed. It is shown that the emotional intelligence of the teacher is a key condition for effective instruction and for shaping a stable positive attitude among students toward learning Russian. Based on contemporary research, the article substantiates the necessity of developing the emotional and supportive competence of teachers working in a multinational classroom.