Keyword: «chinese students»

The development of rhetorical speech in Russian as a foreign language among Chinese students is relevant, since effective communication in the country of residence is a key skill in various areas of life. Rhetoric, as the science of the art of persuasion, helps foreign students improve their argumentation, speech construction and peer interaction skills. With insufficient intensification of the educational process in this direction, one of the methodological tools can be a photomontage digital collage aimed at developing rhetorical speech in the Russian language as a foreign language among Chinese students. It contributes to: improving communication skills; improving efficiency in future professional activities; strengthening interpersonal relations with Russian students; developing critical thinking; improving public speaking in the country of residence; initiation into the cultural heritage of Russia. The aim of the study is to analyze the theory and practice of developing rhetorical speech in Russian as a foreign language among Chinese students based on a photomontage digital collage. A complex of research methods was used in the work: theoretical methods; empirical methods; formative; mathematical statistics methods. The main results of the study: the linguistic and didactic properties of rhetorical speech in the Russian language as a foreign language among Chinese students were characterized; the place of photomontage digital collage in the development of rhetorical speech in Russian as a foreign language by Chinese students was clarified; the relevant methodological conditions were considered and the practice of organizing experimental work was described; an analysis of its results was presented. New formats of tasks have been worked out for the development of rhetorical speech in the Russian language as a foreign language among Chinese students based on a photomontage digital collage and research prospects have been determined. The theoretical significance of the work lies in the justification of the need to develop rhetorical speech in Russian as a foreign language among Chinese students on the basis of a photomontage digital collage in the context of Russian higher education. The practical significance of the work lies in the creation and implementation of new formats of tasks for the development of rhetorical speech in Russian as a foreign language among Chinese students based on a photomontage digital collage.

This article presents a corpus-based analysis of the frequency of Russian economic terms and explores their pedagogical significance in the professionally oriented teaching of Chinese students. The relevance of the study stems from the need for a scientifically sound selection of terminological vocabulary in the context of intercultural economic education and the increasing demands on the development of professional communicative competence in international students. Mastering Russian economic terminology is complicated for Chinese students by interference of their native language, the lack of direct equivalents, the abstract nature of concepts, and the morphological specificity of the Russian language. The aim of the study is to identify frequent and methodologically significant Russian economic terms based on corpus analysis and pedagogical observation, and to develop scientifically based recommendations for their selection and phased introduction into the teaching of Russian as a foreign language to Chinese students. The methodological basis of the study is formed by corpus linguistics, linguastatistical analysis, and the principles of descriptive linguodidactics. The material is based on data from the National Corpus of the Russian Language and specialized economic texts. Frequency was calculated using the IPM (instances per million) metric, allowing vocabulary to be classified as high-frequency, mid-frequency, and low-frequency. The study found that high-frequency terms form the core of professional discourse and should be introduced at the initial stage of training; mid-frequency terms are characterized by contextual variability and require analytical intake; low-frequency terms relate to highly specialized areas and are appropriate at an advanced level of training. Typical difficulties in learning terminology by Chinese students were identified, related to polysemy, differences in word-formation patterns, and the specific functioning of terms in professional discourse. The theoretical significance of the study lies in the development of a frequency model for systematizing economic terminology, and the practical significance lies in the potential use of the findings in the development of curricula, learning materials, and professional Russian language courses for Chinese students.

This article examines a system of exercises for developing Russian phrase and sentence construction skills in 12th-grade Chinese secondary school students with an A2 proficiency in Russian. The relevance of the study stems from the significant difficulties that Russian word order poses for native Chinese speakers due to structural differences and strong interference, as well as the lack of learning materials specifically designed for this age and language group. The aim of the study is to develop and theoretically substantiate a system of exercises aimed at learning Russian word order norms and preventing typical errors in 12th-grade Chinese secondary school students. The methodological basis is the approach to describing and teaching word order developed by O.A. Krylova and S.A. Khavronina. The study utilized methods of theoretical analysis, comparison of Russian and Chinese syntactic systems, pedagogical modeling, and experimentation. As a result, a comprehensive system of exercises was developed, structured around 14 key subtopics and designed with five requirements in mind: reliance on familiar vocabulary, progressiveness and consideration of Chinese language interference, thematic organization based on typical difficulties and neutral word order, differentiation between classroom and independent work, and typological and genre diversity of written and oral exercises. A special place in the system is occupied by exercises on translating phrases and sentences, which help overcome interference, and practicing word order constructions (WOC). The effectiveness of the developed system of exercises was confirmed by a pedagogical experiment, which showed an increase in the average percentage of correct answers in the experimental group by 45.56%, demonstrating its effectiveness. The theoretical significance of the study lies in its specification of a methodology for teaching word order in Russian as a foreign language (RFL) to Chinese secondary school students. The practical value is determined by the possibility of introducing this system into the educational process of Chinese schools and using its principles in the creation of new teaching aids and didactic materials for 12th-grade students of Chinese secondary schools.