This paper represents a study of the aspects of developing effective dialogic models with due consideration of their communicative structures in the process of teaching a foreign language. The main communicative strategies and approaches applied to different multinational groups and groups with mixed age at different stages of teaching are described here. A concept of a simulated dialogue is proposed in this study. The concept means controlled conversational interaction (dialogic interaction) between persons being taught, which is composed of different dialogue partners\\\\\\\\\\\\\\\' personal intentions implemented in coordination. Unsymmetrical contacts affect the dialogue development, where tactic forms choice limitations get involved, wider prospect of a dialogue is provided due to the equal social roles of participants interested in the perception of information communicated, and dialogue simulation ensures necessary volume of a speech interaction act. The results of a linguistic experiment conducted using the elements of conscious effect on the process of natural lingual interaction were used as material for study. The process was controlled by means of unexpected introduction of a new incentive (stimulus). The pseudo-communicativeness of such interaction was eliminated due to the availability of incentives aimed at expanding the elementary cycle through the introduction of new structural strategic components, a new aim, or a new script. Several students learning Russian as a foreign language took part in the experiment. As a result of studies undertaken a corpus of extracted dialogues was compiled. Applying the communicative tactics as a basis for teaching a foreign language the use of a simulated dialogue can promote the optimization of the teaching process and supplementary motivation in learning a foreign language as a communication tool, because the choice of an optimal way of expressing intentions is the communicative need of any person learning a language.

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