The article examines the main tasks of developing Russian speech, types of ‎speech activity, work on the perception of Russian speech in close connection ‎with the studied lexical and grammatical means of the Russian language and ‎active speaking: mastering the norms of literary pronunciation, spelling, word ‎inflection when teaching Russian as a foreign language. The purpose of ‎developing Russian speech in military personnel in Russian as a foreign ‎language classes at a military university is unprepared speech, i.e. speech ‎activity that provides the opportunity for linguistic communication in natural ‎or created situations. Methods for developing monologue and dialogic speech ‎are given. The main tasks that need to be solved in the process of teaching both ‎monologue and dialogic utterance are formulated. At the initial stage, dialogic ‎speech dominates. Students master conversational and etiquette formulas. ‎Microdialogues help to adequately perceive Russian speech in everyday life ‎situations, as well as generate their own statements. Monologue speech is ‎characterized by relative semantic completeness and communicative focus of ‎the statement.‎

Based on the results of methodological and pedagogical research, the article ‎highlights the problems of the methodology for developing oral and written ‎Russian speech in non-fluent and basic-level students of non-linguistic special-‎purpose universities. The purpose of the article is to find ways to intensify the ‎process of developing Russian speech in classes of Russian as a foreign ‎language, and to optimize the work of students and teachers. The presented ‎results were obtained in the course of experimental work conducted in various ‎academic groups of students of short-term courses of initial and intermediate ‎levels of studying Russian as a foreign language at the Center of Foreign ‎Languages of the Military Administration Institute.