Keyword: «direct method of teaching»

This article examines the current state of the issue of using the intermediary language in the educational process at the stage of pre-university training when teaching Russian as a foreign language at the Faculty of Pre-University Education of Foreign Citizens in Belarusian State University (BSU), as well as at Dalian University of Technology (DUT). The article shows the origins of teaching Russian as a foreign language at the preparatory faculty of BSU, which are based on direct and grammar-translation teaching methods, as well as the influence of traditions on the modern learning process. The place of the native (Chinese) language in the study of the Russian as a foreign language is determined, as well as the role that the intermediary language plays in the modern teaching methodology at the pre-university stage. The article describes the practice of using Chinese and English as intermediaries in universities in Belarus and China. The experience of distance learning Russian as a foreign language, as well as the use of information technologies in the learning process, is reflected. Examples of the use of the Chinese language in the classroom are given. Certain conclusions are drawn that the appeal to the native language of students should be methodically justified in order to increase the effectiveness of the learning process. The teacher independently determines the need to use an intermediary language in the classroom.