Keyword: «chinese students»

Russian verbs of movement are studied by Chinese students in the article, step-by-step work is described, which is based on vocabulary, morphology and coordination in both Russian and Chinese.

The article indicates the features of the russian and chinese alphabets. Differences in the grammar of both languages are considered. It is said about the features of teaching the russian alphabet to foreigners. Non-standard approaches to the use of digital technologies at the initial stage of teaching the russian language to chinese students are noted. A methodical system for studying the alphabet using professionally oriented vocabulary by future medical students using the grammatical material of the russian language is presented.

Modern Chinese universities train philology majors who are to study and teach Russian as a foreign language. The peculiarity of the process of learning Russian as a foreign language by Chinese philology majors is the impossibility of immersing students in real functioning of the native language environment, as well as direct initiation into the Russian socio-cultural specifics. Teachers at Chinese universities are faced with the need to create conditions for the partial familiarization of students with the Russian language environment, which determines the relevance of the search for and implementation of new tools for building up socio-cultural competence of students who learn the language outside the language environment. The aim of the work is to identify the specifics of the study of Russian as a foreign language by future bachelors-philologists studying Russian as a foreign language in Chinese universities. The study is based on the use of such methods as analysis, synthesis, systematization, and comparison. Based on the analysis of modern domestic and foreign scientific and methodological sources concerning the creation of an artificial language environment in the process of learning a foreign language, the author summarizes information on the means and tools used in the practice of foreign language teaching that allow foreign students to be partially initiated into the language environment of native speakers. It is revealed that this process is facilitated by the widespread use of technical teaching aids, as well as information and communication technologies, which allow the teacher to find and correctly introduce authentic materials in text, audio, and video format into the course of education. In addition, the practice of teaching Russian as a foreign language as an element of effective learning outside the language environment shows the positive effect of organizing "speaking clubs", direct communication with native speakers within the classroom and extra-curriculum activities of students. Based on the identified tools and means of compensating for the lack of a natural language environment, it seems possible to describe the specifics of the study of Russian as a foreign language by philology majors at Chinese universities. The theoretical significance of the study lies in clarifying the means of developing the basic competences of foreign students in the process of learning Russian as a foreign language. The results of the work may be in demand by teachers who teach foreign languages to foreign speakers outside the language environment.

Teaching the Russian language must necessarily have a communicative orientation, aimed at developing in students the ability to communicate with native speakers on a variety of topics, to participate in dialogue with each other, with teachers, and with native speakers. Studying interrogative sentences will help improve students' communication skills and develop their communicative competence. The purpose of the article was to identify ways to use interrogative sentences as a means of developing communicative competence among Chinese students. The article presents the results of a theoretical and methodological study based on methods of analysis of scientific and methodological literature, observation, comparison, systematization, as well as on the method of designing a system for using interrogative sentences in a communicatively oriented educational process. It is noted that interrogative sentences are an effective means of building a dialogue with an interlocutor, therefore they are important tools for developing communicative competence. Situations for addressing interrogative sentences and ways of using them in RFL classes have been identified. Interrogative sentences are an indispensable resource when working with additional authentic materials in Russian (movies, television, cartoons, etc.); when communicating with native speakers of the Russian language in a natural and artificial language environment; when getting acquainted with the rules of Russian etiquette; when students master such a form of educational work as an interview, etc. The RFL teacher, in the course of developing communicative competence among Chinese students, should draw the students’ attention to using them to express not only a question, but also a request. He/she must also take into account the cultural characteristics of Chinese students, which cause difficulties in developing their communication skills. The theoretical significance of the article lies in the formulation of the need for a systematic approach to practical use of Russian interrogative sentences by Chinese students. The practical significance lies in the selection of tasks for the use of interrogative sentences as a means of developing communicative competence in students.

Nowadays, Russian-Chinese cooperation is developing and interest in the Russian language is also increasing: Chinese students study Russian both in Chinese and Russian universities. This trend explains the increase in the number of Chinese students at the Ural State Transport University. Students are studying in technical areas of training, so studying Russian for Chinese students is a means, but not a goal of learning. Development of communicative competence is one of the urgent tasks for teachers of Russian as a foreign language (RFL). An important stage in the implementation of such a task is teaching students the correct construction of statements in written speech, since, as numerous studies show, the grammatical component is the most difficult for learning Russian at the initial stage. The article describes the course of experimental and search work, within the framework of which grammatical errors in the written speech of Chinese students were identified and classified. This classification contributed to the development of a number of exercises to prevent errors of the identified types. Thus, the main goal of the article is to create a classification of typical morphological errors in the written speech of Chinese students. The objects of the study were the written works of Chinese students, and the subjects of the study were the morphological errors made by the students. Typical morphological errors (605 in number) of Chinese students studying at the Ural State University of Railway Transport served as the material for the work. Despite the fact that errors of various types were identified, the developed recommendations relate only to the most frequent errors. The theoretical significance of the research consists in replenishing the scientific base with relevant information related to the peculiarities of teaching Russian as a foreign language. The practical significance of the chosen topic lies in the presentation of recommendations based both on the results of research by distinguished foreign and domestic teachers and on my own teaching experience. This work is of potential interest not only to teachers of Russian as a foreign language, but also to other scientists, since the specified classification of errors with the given examples can be used, for example, for philological research.