A continuing major complicated and society important problem in the modern FL/foreign languages teaching remains a process of Russian oral speech development at schools. I tried to generalize various international and regional scientific researchs about communicative competence forming, interactive forms of learning technologies and sociocultural adjustment in a multilinguistic school system and how these factors are interrelated to combine the communicative, task-based approaches and strategies of scaffolding on the basis of Vygotsky's socioculturall theory and Krashen's hypothesis on input from the point of view of researcher from Uzbekistan. I put forward some specific considerations regarding adoption of these approaches to a school environment in Uzbekistan where Russian may appear a second or foreign language, as well as to overcome some traditional problems like the lack of opportunities for speaking practice, frontal ways of teaching, shyness to speak Russian orally and the lack of natural use of Russian language.

oral speech development, Russian language teaching, school education, communicative competence, interactive methods, task-based learning.

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