Anna P. Kononenko

The international cooperation with Chinese universities is developing at a rapid pace in Russia due to economic and political interaction. This cooperation between the two countries has accelerated development in the field of education. The relevance of the presented methodology of Russian as a foreign language lies in its effectiveness and improvement of the educational process organization, which is required by new international educational standards. The issue of teaching Russian as a foreign language is considered using the works of foreign and domestic scientists. The article analyzes methods of teaching Russian as a foreign language to Chinese students in the field of “System programming and artificial intelligence technologies.” The authors examine existing educational and methodological materials using the ethnic orientation of students. The purpose of the research is to generalize the methodology and practice of teaching Russian as a foreign language in the educational process of the university. They highlighted the requirements for the organization of the educational process, for educational training and providing language training taking into consideration the students’ national linguistic specificity. The characteristics of works on the consideration of Russian as a foreign language in the sociocultural context are given. The article proposes an educational process that is divided into four stages of learning with gradual immersion in the social environment. Each stage is complemented by a subject focus, taking into account the communicative approach. Systematic training with a communicative focus ensures obtaining high-quality results in the acquisition of linguistic, communicative and sociocultural skills. The authors described the practical experience of teaching Russian as a foreign language with elements of edifying, educational and socially focused orientation obtained over several years at the Rostov State Transport University. The existing problems of studying Russian as a foreign language are analyzed, including modern approaches to the forms and methods of mastering vocabulary, grammar and colloquial speech. Taking into account the positive results of the method, we can note its practicability and effectiveness. The article may be of practical importance for teachers of Russian as a foreign language who do not have experience working with Chinese students and can use the proposed methodology in the teaching process.

The modern world can no longer exist without hybrid education, therefore, a direction in linguistics which is closely related to digital technologies is rapidly developing, and a completely different direction in pedagogy associated with the motivation for learning foreign languages, the professional sphere and digital technologies for various purposes is developing too. The relevance of developing online competitions and contests using digital technologies in recent years has been confirmed in the reviewed scientific papers. Previous studies considered the implications of online platforms and information technologies use in educational and other social activities. The purpose of this article is to use digital technologies for working out creative tasks, in order to motivate students of various specialties to study foreign languages. The comparative method has become the main for studying existing online competitions and contests. The digital approach applied to the development of contest tasks is presented in the Big Blue Button, Moodle, Skype, Zoom system. The paper is based on a generalization of the results of the contests and competitions, in which students of the Rostov State Transport University (RSTU) took part. The creative component necessary to do the assignments of each language competition was defined as well. An analysis of the developed provisions, evaluation criteria and experience gained, as well as an analysis of the use of modern digital technologies in the development of competitions and contests, make it possible to forecast some unforeseen shortcomings in the process of doing assignments. The article presents three stages for holding a language competition on the basis of RSTU using digital technologies. Taking into account the results of the conducted study in a hybrid digital format, the authors propose the ways to improve the quality of assessment and developing assignments for participants from Russian transport universities. As a result of the study, the experience of domestic and foreign scientists who considered the aspects of digital technologies in the educational space was analyzed, describing the pros and cons in teaching a foreign language. The article may be of practical importance for researchers and developers of competitions and contests that use a digital approach.