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| 1 | The article is devoted to a comprehensive theoretical analysis of the communicative-activity approach (CAA) as a methodological basis of modern linguodidactics, in particular, the methodology of teaching Russian as a foreign language (RFL). The aim of the study is to systematize the theoretical foundations, principles, and modern trends in the development of the CAA, as well as to critically comprehend the transformation of its key categories in the context of the integration of generative artificial intelligence (AI). The work applies methods of theoretical analysis (historicalgenetic, comparative) and conceptualization. The "Material and Methods" section justifies the selection of theoretical sources and the methodological apparatus of the study. The "Results" present a retrospective analysis of the formation of the CAA in the context of cultural-historical psychology (L.S. Vygotsky, A.N. Leontiev, P.Ya. Galperin) and its adaptation in linguodidactics (I.A. Zimnyaya). Its main principles are defined and detailed: activity basis, situationality, communicative orientation, learner-centeredness. Modern trends in foreign language teaching methodology (2020-2024) are analyzed, including the deepening of principles, integration with digital technologies (simulations, dialogue trainers) and problematization of the approach. The main theoretical result is the reconsideration of the key categories of the CAA through the lens of prompt engineering. It is established that prompt engineering acts as a new mediating action within the structure of educational activity in Russian as a foreign language (RFL), while generative AI serves as a complex amotivational tool (intellectual instrument). It is shown that the goal in this activity becomes objectified and materialized in the prompt text, turning into an expanded orienting basis. A three-part structure of communication is revealed: 1) quasi-communication with AI as a trainer for precise speech; 2) live communication between teacher and student regarding the results and strategies of working with AI; 3) the prompt as a communicative artifact. It is proven that the motivational sphere remains the prerogative of the human, and genuine joint activity and development occur in the "teacher-student" dyad, where the educator creates a "zone of proximal development" for mastering new digital literacy. The theoretical significance of the work lies in expanding and adapting the classical categorical apparatus of the CAA to the conditions of anthropotechnical synthesis. The practical value lies in providing methodological guidelines for designing the RFL educational process with the integration of AI technologies, where the focus shifts to the development of metacognitive skills and new digital literacy. Keywords: communicative-activity approach, Russian as a foreign language (RFL), linguodidactics, prompt engineering, generative artificial intelligence, learning activity, communicative competence | 184 | ||||