Olga Yu. Kosmacheva

The study focuses on presenting an integrated approach to teaching Russian as a foreign language to Chinese students, combining the development of values, the transmission of knowledge, and the enhancement of skills within the curriculum, while taking into account diverse learning styles and learner needs. This approach is motivated by the theoretical and practical relevance of instructional and educational activities aimed at implementing contemporary concepts of patriotism formation. The aim of the article is to present the experience of fostering patriotic values among students of the Faculty of the Russian Language at Sichuan University (China) through the incorporation of oral communication training based on linguodidactic models defined by the ideologemes of the textbook series “Introduction to Contemporary China”. The research employs a comprehensive framework grounded in the principal approaches to foreign language teaching - communicative, sociocultural, and problem-based. The leading methods applied are discourse analysis and modeling of the teaching process in Russian as a foreign language. The results of the empirical study are illustrated at different stages of the educational process. Linguodidactic models based on instructional texts are represented through excerpts from first– and second-year students’ utterances, serving as communicative units of discourse. Project-based modeling is demonstrated in the representation of the concept of “small homeland” in second– and third-year courses. The constructive-modeling function is exemplified by the lesson model “Beautiful China” and by third– and fourth-year students’ monologues, reflecting the dynamics of integrating linguodidactic modeling with patriotic education within the framework of the “Introduction to Contemporary China” series. Teaching Russian outside the target-language environment presents a number of unresolved challenges, which highlight promising directions for linguodidactic modeling in relation to the specific features of teaching oral communication skills in the context of the “Introduction to Contemporary China” series. This determines the theoretical significance of examining a system of internationalized education, which global and long-term orientation is aimed at training highly qualified specialists in the field of international relations. The practical significance is expressed through linguodidactic models that represent the dynamics of developing oral communication skills in the training of linguists-interpreters, which in turn determines the potential for creating a system that integrates linguodidactic principles with instructional and educational-developmental aspects.

At the initial stage of instruction, communicative-pragmatic modeling in teaching Russian ordinal numerals to non-native speakers promotes the development of productive language skills, particularly in speaking and writing. Focusing on the acquisition of ordinal numerals, this approach reflects a specialized aspect of applied linguistics aimed at identifying the underlying logic behind language patterns. This factor, in turn, determines the structural coherence of instructional models in Russian as a foreign language (RFL) for non-native learners. The relevance of this study stems from the diversity of national speech-thinking practices shaped by ethnocultural perceptions of numerical systems, and from the linguistic complexity of ordinal numerals in Russian. These numerals often pose challenges for non-native speakers due to their syntactic and morphological ambiguity, as well as their functional load in real-life communication. The lack of comprehensive research on integrating communicative-pragmatic models into the teaching of ordinal numerals highlights the need for intentional and contextually appropriate use of pragmadidactic models in authentic communicative situations. The objective of this article is to explore the interplay between pragmatic and communicative competences, and to evaluate the role of communicative-pragmatic modeling in enhancing the communicative skills of non-native speakers acquiring Russian ordinal numerals. Theoretical and methodological foundations of the study are based on an analysis and systematization of scholarly perspectives from both Russian and international researchers. These perspectives focus on the relationship between pragmatic and communicative competences within multilingual and multicultural educational contexts. The practical section of the study illustrates the communicative-pragmatic approach to modeling as an instructional tool that fosters the development of communicative-pragmatic competence in teaching Russian ordinal numerals to non-native speakers. The article examines common learner errors rooted in native language interference and proposes communicative-pragmatic models designed to facilitate effective mastery of ordinal numerals. These models are tailored to address the lexical and grammatical characteristics of numerals while taking into account their pragmatic and sociocultural functions. The study also underscores the significance of pragmatic competence as the ability to interpret and produce contextually appropriate utterances in specific social and cultural settings. The theoretical justification of pragmatic competence as a core component of communicative competence supports the integration of cognitive-pragmatic models into language pedagogy, aligning linguistic and methodological dimensions in foreign language education. The practical significance lies in the potential of the communicative-pragmatic approach as a pedagogical tool for integrating grammatical, lexical, and communicative components in the development of teaching materials that foster communicative competence.