Yunxia Liu

Modern Chinese universities train philology majors who are to study and teach Russian as a foreign language. The peculiarity of the process of learning Russian as a foreign language by Chinese philology majors is the impossibility of immersing students in real functioning of the native language environment, as well as direct initiation into the Russian socio-cultural specifics. Teachers at Chinese universities are faced with the need to create conditions for the partial familiarization of students with the Russian language environment, which determines the relevance of the search for and implementation of new tools for building up socio-cultural competence of students who learn the language outside the language environment. The aim of the work is to identify the specifics of the study of Russian as a foreign language by future bachelors-philologists studying Russian as a foreign language in Chinese universities. The study is based on the use of such methods as analysis, synthesis, systematization, and comparison. Based on the analysis of modern domestic and foreign scientific and methodological sources concerning the creation of an artificial language environment in the process of learning a foreign language, the author summarizes information on the means and tools used in the practice of foreign language teaching that allow foreign students to be partially initiated into the language environment of native speakers. It is revealed that this process is facilitated by the widespread use of technical teaching aids, as well as information and communication technologies, which allow the teacher to find and correctly introduce authentic materials in text, audio, and video format into the course of education. In addition, the practice of teaching Russian as a foreign language as an element of effective learning outside the language environment shows the positive effect of organizing "speaking clubs", direct communication with native speakers within the classroom and extra-curriculum activities of students. Based on the identified tools and means of compensating for the lack of a natural language environment, it seems possible to describe the specifics of the study of Russian as a foreign language by philology majors at Chinese universities. The theoretical significance of the study lies in clarifying the means of developing the basic competences of foreign students in the process of learning Russian as a foreign language. The results of the work may be in demand by teachers who teach foreign languages to foreign speakers outside the language environment.