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The article is devoted to the problem of forming professional communicative competence of foreign students. The main attention is paid to professional phraseological terms, because they (due to their idiomatic nature) often have national and cultural specifics, causing considerable difficulties in studying. Material for analysis was the author’s card file of medical phraseological units (more than 100 units), compiled on the basis of dictionaries of medical terms and works on the vocabulary of the medical field. Based on the traditional definition of phraseological units as stable formations, the importance of which is not motivated by the values of the components included in them, the authors offered several classifications of medical phraseological units. In teaching phraseological units it is advisable to use classifications based on structural or semantic principles. It is shown that the division of phraseological units that is traditional for linguistics in terms of the degree of adhesion of words in their composition cannot be used in a foreign language audience, since students have difficulties in understanding this criterion. The article substantiates the necessity of studying medical phraseology already at the initial stage of mastering the language of the profession. The system of tasks (for the initial and advanced stages of learning of Russian language) is proposed, the sequence of which is determined by the structure and semantics of phraseological units. Recommendations for working with professional phraseology can be applied when studying by foreign students of Russian professional idioms not only in medical schools, but also in other universities that provide training for students in other areas.

Professional Idioms in a Practical Course of Russian Language for Foreigners (based on the Language of Medicine)