The phenomenon of adaptation is the subject of consideration of various spheres of humanitarian knowledge (psychology, pedagogy, philology, culturology, etc.). The pedagogical aspect of adaptation is seen in the specifics of accustomization of the students to a new pedagogical system, to the interethnic composition of groups in which psychological incompatibility of students is often observed, to the need to acquire a large amount of information in a non-native language, to acquire qualitatively new knowledge, skills, and abilities. Under lingvocultural adaptation we mean the process of entering into the value-semantic field of another socio-cultural environment through teaching the Russian language, studying Russian culture, cultural-creative activity. In the process of linguocultural adaptation to Russian educational environment, the important place takes the formation of the linguistic image of the Country (Russia in this case) among foreign students. The solution of this didactic problem is possible by using modern Russian convergent media to educate foreign students, which contains information messages about cultural and historical events (the opening of monuments, exhibitions, description of pictures, festive events, etc.) First, these texts are often creollised, enhancing the visual perception of information. Secondly, students get acquainted with the oral-written form of spoken language, expressive-evaluative vocabulary, which creates additional opportunities for the formation of such communicative competence as speaking. Thirdly, this kind of information gives an idea of the value picture of Russia, its traditions, culture, history. At the same time, the fact that media texts are mostly popular with modern young people is indisputable, since they are not informing about the distant past, understanding of which requires from the inophone the presence of a certain associative field and a set of background knowledge, but they give an idea of the present Russia and the events which occur here and now. This allows us to strengthen the motivational component of the process of teaching the Russian language. Media texts contribute to the extension of the background knowledge of the learner and the formation of associative links. This is one of the possibilities for creating the necessary conditions for the adaptation of the personality of a foreign student to a non-native linguistic and cultural environment for education and living. When choosing the texts of the media, it is necessary to take into account the level of language training of students, the peculiarities of their national culture. At the first stage of training within the preparatory department of the university, it is recommended to choose the events and topics most familiar to foreigners, which will reduce the ethnopsychological barriers to the perception of information, for example, information about cultural events in the media of the university where the student is trained and gradually included in the language environment. Such conclusions were made on the basis of experimental data during the approbation of these methods in the educational process at the university.
