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Abstract: The article attempts at revealing the specificity of learning Russian as a foreign language and teaching Russian as a foreign language. The author of the article argues that motivation of students learning Russian as a foreign language may be subdivided into several categories; and each group having a certain kind of motivation comes across different communicative needs. Speaking a foreign language means possession of the basis for communicative competences, and the formation of these competences represents the basic aim of teaching Russian. The survey of scientific literature on the problem shows that during the initial stage of learning Russian as a foreign language students start from not knowing the language at all and by the end reach the elementary level of proficiency. The specificity of this period consists in the fact that the learning material is strictly limited. The given article presents the principles for designing a teaching manual realizing the principle of integrated learning. According to the author, the manual may be oriented towards the learners’ speech and language competences which can be formed in volumes capable of providing an opportunity to carry out learning-professional activity in Russian.