The study aims to justify a model in which game mechanics deliberately scaffold speaking, listening, interactional management, and pragmatic accuracy in instructional Russian. Methodology integrates a quasi-experimental pretest posttest design, structured classroom observation, and analytic rubric based assessment of oral performance in task-based situations. Scientific novelty is expressed in conceptualizing gamification as a controlled system of mechanics, dynamics, and feedback loops mapped to communicative functions and recurrent Russian error types, rather than as motivational decoration. Results indicate that points, badges, levels, and narrative quests increase participation density, reduce avoidance of difficult speech acts, and improve discourse coherence and sociolinguistic appropriateness, particularly in role play and information gap communication. The article offers practical instruments, measurable indicators, and implementation parameters that support replication in higher education and teacher training contexts.