Natalya D. Pashkovskaya

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

According to the Ministry of Science and Higher Education of the Russian Federation, as of November 2023, 355 thousand foreign students are studying in Russia, which is about 7.6% of the total number of university students. In this regard, there is a need to develop effective methods of teaching Russian as a foreign language that would take into account the specifics of teaching in higher education institutions. One of these techniques is the use of problem situations, which are actively used in various fields and can be successfully adapted for teaching foreign students. The purpose of this article is to study the use of technology of problem situations in the practice of teaching Russian as a foreign language in higher education. This technology is a method based on creating an educational environment where students are faced with real situations that require the use and development of speech and communication skills in Russian. This article discusses the basic principles of using the technology of problem situations in the practice of teaching Russian as a foreign language in higher education, namely the selection of suitable tasks for creating problem situations, the organization of group work and further feedback from students. Teaching Russian as a foreign language can be a difficult task, especially when foreign students are faced with situations in which they cannot correctly express their thoughts, both in everyday and academic life. Problem-based learning technology involves creating a situation in which students must use their communication skills in practice, and not just memorize grammatical rules. The study will analyze which topics and tasks can be used as problem situations, as well as what advantages and limitations exist when using this technology in higher education. One of the leading approaches to studying the problem is the analysis of existing research and publications on this topic. Particular attention is paid to the effectiveness of technology use and its impact on the learning process of foreign students. The technology of problem situations is an effective method of teaching Russian as a foreign language in higher education. It allows students to actively participate in the learning process, develops their communication skills and promotes a deeper understanding of the Russian language. The main results of the study show that the use of technology of problem situations in the practice of teaching Russian as a foreign language contributes to a more active involvement of students in the educational process. Specific situational tasks that require students to apply language skills in real life motivate them and arouse their interest in learning the language. Communicating through situational tasks allows them to use their language skills and learn new vocabulary and grammar.