This article is devoted to the questions of optimization of educational interpersonal communication in the course of studying Russian language by the Korean students. Simulation is the primary method to be used for the process` optimization. The object of the simulation is the personality of the South Korean student - as a proponent of the educational subject-subject communication / speech interaction. In this article teaching communication is examined as the dynamic phenomenon which is defined by the personality development dynamic skills and thus divided into three models: initial model, intermediate model and target model. The initial model reflects, mainly, the personality of a student (who is just out of school) characterized by ≪introversive behavior≫. Restraint, reliability, peaceful disposition, autonomy, independence, attentiveness, care etc., are some of the positive aspects of being an introvert in South Korea. Meanwhile a weak point of an introvert Korean student is that he hardly tries to take part in any kind of dialogue/communication for fear of making mistakes during the communication. The intermediate personality model is based on the concept of ≪dialogisation≫ of the teaching process with the development of such personal qualities, as proactivity and reactivity(sensibility). Communication based on the given model has shown possibility of the development of an introvertive strong points - into proactivity, i.e. in quality of the person whose will is aimed at solving of the communicational problems, including dialogue problems. The target (final) model of training is based on the personality`s uniqueness and self-value. Individual qualities promoting development of speech interaction, maintenance of valid partner relations, success in dialogue come to the fore in this model.