Keyword: «chinese»

Today, many terminological words are losing scientific accuracy, expanding the scope of their use and names, entering public life and general literary language, this is the phenomenon of determinologization. In Russia and China, different religions dominate. Against the background of two different religions and cultures, the nominative units of the cult sphere are not the same. The purpose of this article is to analyze and compare from a synchronous point of view the characteristics of the phenomenon of determinologization of religious terms against the background of two different cultures, to identify the general patterns of development of the lexical system and the mechanism for changing the semantic structure of a word-term in the process of deminologization in Russian and Chinese languages. The objective of the article is to reveal the general patterns of development and change in the lexical system of two languages by comparing the process of determinologization of religious terms in two languages of different types from the standpoint of sociolinguistics.

The article presents effective approaches to teaching Russian as a foreign language in a Chinese audience. The relevance of the study is associated with the problem of finding optimal ways to increase the effectiveness of teaching Russian as a foreign language in the Chinese audience. The main research methods are the analysis of scientific literature on the methodology of teaching Russian as a foreign language, as well as diagnostic techniques, including observation, description, methods of statistical data processing. The course of conducting lessons of Russian as a foreign language in the Chinese audience, based on the native language, has been developed.

The relevance of the study in the work is due to: the growing role of the Chinese language as one of the tools for expanding professional knowledge and skills among specialists of non-linguistic profiles when communicating with colleagues from the People's Republic of China in connection with the rapid transformations of a political and socio-economic nature in the Russian Federation and the strengthening of working ties between employees of international companies of the two countries; the growing contradiction between the need for university teachers of foreign languages in the use of interactive educational technologies in teaching students of non-linguistic specialties to speak Chinese in order to develop all types of foreign-language speech in the course of communication and interaction with representatives of other linguistic cultures, on the one hand, and the lack of optimal experience in the use of interactive educational technologies in teaching Chinese to students of non-linguistic specialties in higher education, on the other hand, the rapid development of interactive educational technologies for teaching foreign languages in the modern world. The aim of the study is to summarize the practice of using interactive educational technologies in teaching non-linguistic students to speak Chinese. The work was based on a competence approach, where the content of teaching the Chinese language was aimed at developing communicative competences and on an interactive approach, which consisted in increasing the motivation of students to learn Chinese through the introduction of new effective teaching methods. The theoretical significance of the study lies in highlighting modern conceptual provisions concerning the problems of using interactive educational technologies in teaching non-linguistic students to speak Chinese. The practical significance of the study lies in the development of a special course "Business Foreign Language (Chinese)," which includes interactive techniques for teaching speaking Chinese, and can be used by university teachers of foreign language. The results of the work are as follows: the effectiveness of teaching non-linguistic students to speak Chinese depends on the teaching methods and the conditions in which they are most effectively implemented. The paper scientifically substantiates the importance of the use of interactive educational technologies in terms of teaching foreign-language professional communication to students of non-linguistic specialties, with the inclusion of appropriate methodological techniques that can be used in higher education, taking into account the profile orientation, as well as in advanced training courses for teachers of a foreign language (Chinese).