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The article is devoted to analysis of different forms of control of knowledge, skills and abilities in teaching Russian as a foreign language. Their choice is determined by the communicative approach to learning and corresponds to the variety of types of speech activity. Monitoring and accounting of knowledge, skills and abilities is a necessary condition of the educational process. The effectiveness of the organization and monitoring largely depends on the success of work in a particular group of students. In communication oriented learning, control usually performs two basic functions-controlling and training. By exercising proper control, the teacher identifies gaps in students' learning of educational material or the fact that certain skills are not formed, then works to eliminate these shortcomings by varying the learning strategy. The example developed examinations, the authors demonstrate the possibility of solving linguistic and linguodidactic tasks.

TYPES AND FORMS OF CONTROL WHEN TEACHING RUSSIAN TO FOREIGN STUDENTS IN GROUPS WITH ENGLISH AS THE LANGUAGE OF INSTRUCTION