The educational potential of the language teaching environment does not often become the object of a special scientific description due to several objective reasons. The model of subject-subject educational relations between the Teacher and the Student in the conditions of the multicultural educational environment is analyzed in this article. This model is focused on supporting the relative autonomy of the individual in the process of teaching within the pedagogical process and is aimed at creating conditions that ensure the formation of humanistic value orientations based on the principle of cultural appropriateness.The article emphasizes the equivalence of the positions of participants in the educational space, the need to build a psychologically comfortable and humanistic interaction between them. The authors note that a new type of educational interaction should be of a dialogical nature and should be based on the principles of pedagogy of cooperation. Dialogue as the main form of interaction between subjects of the educational process implies a meeting of positions and points of view, in the process of which the views, ideas, opinions that could form the personality are determined, specified, enriched and transformed. The socio-cultural aspect of dialogue is important, where the dialogue participants are interpreted as the subjects of the dialogue of cultures.The discursive model of learning allows us to consider the text as a means of involving the individual in the cultural heritage and spiritual values of one's own and other peoples (from text to culture and from culture to text). Using the pedagogical potential of the text, the teacher contributes to the formation of the learner's necessary general educational competencies and his socio-cultural worldview. The article concludes that the educational text can be considered not only as a didactic unit but also as a unit for modeling cultural code, as a key tool for the formation of a person's spiritual culture of the learner.

The article deals with the traditional game approaches that have well recommended themselves at the lessons of the Russian language, and their potential and ways of modifying into a single game space of the lesson is being discussed. Basing on personal experience, the authors of the article present the possibilities of organizing a Russian language lesson in the form of a quest. Many experts rightly paid attention to the effectiveness of using games in the learning process. Despite the attractiveness for teachers and students, until recently, game approaches as a form of education have remained on the periphery of the educational process, being just a supplement to the main methods. Only role-playing games can be called an exception, with their being included both in the educational process of school and university education, and in professional-oriented training of specialists. However, under the influence of processes in modern culture and the active development of gaming technology, the "gamification" of education acquires the character of a mass phenomenon both at school and in higher educational institutions, and ignoring these processes is not only impossible but impractical. In this regard, the article provides a scientific and methodological understanding of this form of education and identifies the structural peculiarities of the quest unlike the other game forms. The article is addressed to teachers of Russian as a foreign language and can be used as a kind of model for conducting quests in classes both in various courses on grammar, reading, writing, listening, linguistic and cultural studies, and in students' independent educational activities.

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