Un Dai

This article examines a system of exercises for developing Russian phrase and sentence construction skills in 12th-grade Chinese secondary school students with an A2 proficiency in Russian. The relevance of the study stems from the significant difficulties that Russian word order poses for native Chinese speakers due to structural differences and strong interference, as well as the lack of learning materials specifically designed for this age and language group. The aim of the study is to develop and theoretically substantiate a system of exercises aimed at learning Russian word order norms and preventing typical errors in 12th-grade Chinese secondary school students. The methodological basis is the approach to describing and teaching word order developed by O.A. Krylova and S.A. Khavronina. The study utilized methods of theoretical analysis, comparison of Russian and Chinese syntactic systems, pedagogical modeling, and experimentation. As a result, a comprehensive system of exercises was developed, structured around 14 key subtopics and designed with five requirements in mind: reliance on familiar vocabulary, progressiveness and consideration of Chinese language interference, thematic organization based on typical difficulties and neutral word order, differentiation between classroom and independent work, and typological and genre diversity of written and oral exercises. A special place in the system is occupied by exercises on translating phrases and sentences, which help overcome interference, and practicing word order constructions (WOC). The effectiveness of the developed system of exercises was confirmed by a pedagogical experiment, which showed an increase in the average percentage of correct answers in the experimental group by 45.56%, demonstrating its effectiveness. The theoretical significance of the study lies in its specification of a methodology for teaching word order in Russian as a foreign language (RFL) to Chinese secondary school students. The practical value is determined by the possibility of introducing this system into the educational process of Chinese schools and using its principles in the creation of new teaching aids and didactic materials for 12th-grade students of Chinese secondary schools.