Irina А. Kireeva

The relevance of learning Russian as a foreign language in China is manifested in the growing number of students choosing it as a second foreign language. In addition, learning Russian provides an opportunity to better understand the history, culture and traditions of Russia, a country with which China has long-standing historical, economic and political ties. Online platforms and applications for learning foreign languages offer a variety of resources and opportunities for students to choose and adapt their own learning program. Video communication and online conferencing technologies allow students to communicate and study from virtually anywhere in the world. Technological trends in teaching Russian as a foreign language to Chinese students have great potential for development and attraction of even more students. The aim of this article is to analyze the relevance, prospects and technological trends in learning Russian as a foreign language in China, showing the role of online platforms and applications in learning. The article outlines a number of approaches taken as a basis for the conducted research: analysis of the relevance of the issue (assessment of Chinese students' interest in learning Russian, associated with the growing economic and political role of China and the strengthening of Russian-Chinese relations); determination of prospects (assessment of the potential for the development of Russian language teaching in China, conditioned by the development of modern technologies); highlighting technological trends; comparison of the effectiveness of online and offline teaching methods with a conclusion about the advantage of a combined approach. In general, the study uses a descriptive approach based on the analysis of data on the prevalence and effectiveness of various methods of teaching Russian in China. The main findings of the article include the conclusion that apps and online platforms are revolutionizing the study of Russian by Chinese students. Apps offer interactive lessons, personalized recommendations and access to a variety of learning materials, allowing you to study anytime and anywhere. Online platforms provide webinars, courses, and individual lessons with teachers, as well as the technical possibility to record and re-watch lessons. The article describes the prospects and problems of introducing technological innovations into teaching Russian as a foreign language in China. The theoretical application of the research results lies in demonstrating the effectiveness of using modern technologies (mobile applications, online platforms, WeChat) in teaching Russian as a foreign language. The study touches on cultural aspects, showing how the choice of online resources and applications is determined by the cultural preferences and habits of Chinese students. This contributes to understanding the influence of culture on the learning process. The practical application of the findings of the article is possible in the development of online courses in the Russian language designed for Chinese students, taking into account the specifics of their needs and preferences, as well as for improving the qualifications of Russian language teachers working with Chinese students.

In today's world, foreign language teaching is becoming more and more demanded, especially among Chinese students who are eager to broaden their knowledge and cultural horizons. However, teaching Russian as a foreign language can be challenging due to the differences in grammar, vocabulary and sound system compared to Chinese. China and Russia have a long history of interaction, both politically and economically as well as culturally. Therefore, the knowledge of Russian language for the Chinese can be a key to enhancing opportunities for co-operation and understanding of each other. Interest in learning Russian among foreign students is also driven by the desire to study in Russian educational institutions, participation in international projects, and the development of tourism between the two countries. Due to the increasingly active economic ties between China and Russia, knowledge of Russian opens the door to new business and career opportunities for Chinese specialists. The authors present some methodological techniques aimed at developing foreign language communicative competence of Chinese students in Russian as a foreign language. The use of artificial intelligence tools can improve the process of teaching a foreign language, especially when it comes to such specific categories of learners as students from China. The use of interactive online platforms, virtual and augmented reality for learning is an important methodological technique. With the help of such ways of organizing the learning process, students can not only learn Russian at a convenient time and pace, but also receive feedback from the artificial intelligence on their successes and mistakes. This allows students to immediately see the results of their learning and correct their actions. The aim of the article is to investigate the application of different methodological techniques in the practice of teaching Russian as a foreign language to Chinese students with the use of artificial intelligence technologies. The main results of the study showed that the considered methods allow Chinese students to become more actively involved in the learning process, to develop their creative and cognitive activity. The use of artificial intelligence in teaching foreign languages allows us to effectively monitor the progress of each student and adapt teaching materials according to their needs. Regular data analysis helps to identify the individual weaknesses and strengths of each learner, which contributes to a more accurate adjustment of the educational process trajectory. Thus, the use of artificial intelligence technologies in teaching Russian as a foreign language to Chinese students allows us to effectively structure the learning process in accordance with the individual needs of students and improve their results in learning the Russian language

In today's world, it becomes important for foreign students to communicate and interact within the framework of intercultural communication, involving active participation in the system of national values, traditions, customs, norms and rules of behaviour in the target language country. In this respect there is a contradiction between the potential of teaching Russian as a foreign language in formation of not only communicative, but also the universal competence of foreign students and the lack of effective didactical conditions of its formation. The need to resolve the contradictions determined the problem of our study: what is the potential of didactic conditions for using communicative games method in teaching Chinese students Russian as a foreign language in the formation of universal competence. The purpose of this study is to develop didactic conditions for the use of communicative-game method in teaching Russian as a foreign language to Chinese students. The article was prepared on the basis of the use of personal-activity and communicative approaches. A set of mutually-validating and complementary research methods was also used: methods of theoretical analysis; diagnostic methods; interview; methods of statistical data processing. According to the results of the study, it was found that the optimization of the process of teaching Russian as a foreign language to Chinese students would be more effective with the use of the developed didactic conditions for using the communicative-game method. The theoretical value and novelty of the work lies in the fact that the didactic conditions for using the communicative-game method in teaching Russian as a foreign language to Chinese students from a position of personal-active and communicative approaches are scientifically justified. The theoretical and practical foundations of the communicative-game method of teaching Russian as a foreign language to Chinese students in Russian and foreign universities are identified and established. The practical significance of the study is in determining the most effective methods and forms of game work at various stages of practical classes in Russian as a foreign language, contributing to the formation of communicative and universal competences of Chinese students.

The search for ways to optimize the teaching of a professionally-oriented foreign language has recently become more active. In this regard, of particular interest are the study of the theory and practice of applying a number of intensive psychological and pedagogical methods and the application of innovations to the traditional methodology of teaching a professionally oriented foreign language. In this regard, this article is devoted to such an urgent topic as the creation of psychological and pedagogical conditions for the development of students' analytical abilities to study a professionally oriented foreign language. The purpose of this study is to design psychological and pedagogical conditions for the development of students' analytical abilities to study a professionally oriented foreign language. Basic research methods: study and theoretical analysis of scientific works on psychology and pedagogy; analysis of programs and educational literature of Russian and foreign universities, traditional and intensive teaching methods for professionally oriented foreign language; generalization of advanced Russian and foreign pedagogical experience; questionnaires, observation, conversations, role-playing games and situations, testing; pedagogical experiment in the conditions of real teaching a professionally-oriented foreign language in Russian and foreign universities; statistical processing of experimental results. According to the results of the work, the effectiveness of the proposed psychological and pedagogical conditions for the development of students' analytical abilities to study a professionally-oriented foreign language is theoretically grounded and experimentally verified. The validity of the proposed psychological and pedagogical conditions for the development of students' analytical abilities to study a professionally oriented foreign language is theoretically substantiated and experimentally verified. The practical significance of the study lies in the fact that the proposed psychological and pedagogical conditions for the development of students' analytical abilities to study a professionally oriented foreign language are introduced into the specific educational process of teaching a professionally oriented foreign language in Russian and foreign universities. Methodological recommendations on the use of the developed psychological and pedagogical conditions for teachers of foreign languages are developed.

The dominance of the highly informative methods of teaching foreign languages at non-linguistic universities and the lack of use of technology of project activities in a foreign language, which enables to develop communicative skills of future specialists as the basis of their readiness for intercultural communication, determine the relevance of the research in the article. The aim of the research is the theoretical substantiation, development and testing of experimental models by means of communicative skills formation in students of non-linguistic universities during the implementation of project activities in a foreign language. The article was prepared on the basis of the following methods use: analysis, questionnaire, interview, observation, survey, pedagogical observation and generalization of personal teaching experience, experimental teaching in student groups, method of expert evaluations, ranking, analysis of students’ project work products, pedagogical experiment, and statistical methods. According to the results, the paper presents theoretical and practical justification of the need to develop the model of communicative skills formation among students of non-linguistic universities during implementation of project activities in a foreign language. The theoretical significance of the study lies in the fact that it defines the structure of communicative skills in the implementation of project activities in a foreign language; it identifies and justifies the directions of project activities in a foreign language for students of a non-linguistic university, contributing to the effective formation of their communicative skills during the implementation of project activities in a foreign language. The practical significance of the research results: a set of training tasks has been developed aimed at the formation of communicative skills among students of a non-linguistic university during the implementation of project activities in a foreign language; the content of projects for students of non-linguistic universities was worked out; a set of diagnostic materials was worked out to evaluate the results of project-oriented learning activities of students of a non-linguistic university while learning a foreign language.