Keyword: «chinese students»

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

This article is devoted to the study of the practical application of L. N. Tolstoy's short story, «Bulka», in teaching Russian to Chinese students.The authors consider children's stories to be an appropriate and effective way to develop the speech of international students at the initial level.The involvement of authentic texts of children's works with accessible vocabulary and simple grammatical structures, a relatively small volume, a single storyline, will bring the language learning process closer to the process of live communication.The stages of studying the story of L.N. Tolstoy are considered, tasks for the development of all types of activities of foreign students are proposed: reading, listening, speaking, writing.In conclusion, it is concluded that the texts of children's fiction by Russian writers are one of the effective means of developing oral speech, cultural competence, communicative and intercultural skills of Chinese students.

The paper analyzes the difficulties faced by Chinese students in learning English. The main problems and features of teaching Chinese students English are considered from the point of cultural and social views. The differences in the writing system, grammar and phonology are also considered, the survey revealed the opinions of Chinese students from interviewed groups.

The relevance of learning Russian as a foreign language in China is manifested in the growing number of students choosing it as a second foreign language. In addition, learning Russian provides an opportunity to better understand the history, culture and traditions of Russia, a country with which China has long-standing historical, economic and political ties. Online platforms and applications for learning foreign languages offer a variety of resources and opportunities for students to choose and adapt their own learning program. Video communication and online conferencing technologies allow students to communicate and study from virtually anywhere in the world. Technological trends in teaching Russian as a foreign language to Chinese students have great potential for development and attraction of even more students. The aim of this article is to analyze the relevance, prospects and technological trends in learning Russian as a foreign language in China, showing the role of online platforms and applications in learning. The article outlines a number of approaches taken as a basis for the conducted research: analysis of the relevance of the issue (assessment of Chinese students' interest in learning Russian, associated with the growing economic and political role of China and the strengthening of Russian-Chinese relations); determination of prospects (assessment of the potential for the development of Russian language teaching in China, conditioned by the development of modern technologies); highlighting technological trends; comparison of the effectiveness of online and offline teaching methods with a conclusion about the advantage of a combined approach. In general, the study uses a descriptive approach based on the analysis of data on the prevalence and effectiveness of various methods of teaching Russian in China. The main findings of the article include the conclusion that apps and online platforms are revolutionizing the study of Russian by Chinese students. Apps offer interactive lessons, personalized recommendations and access to a variety of learning materials, allowing you to study anytime and anywhere. Online platforms provide webinars, courses, and individual lessons with teachers, as well as the technical possibility to record and re-watch lessons. The article describes the prospects and problems of introducing technological innovations into teaching Russian as a foreign language in China. The theoretical application of the research results lies in demonstrating the effectiveness of using modern technologies (mobile applications, online platforms, WeChat) in teaching Russian as a foreign language. The study touches on cultural aspects, showing how the choice of online resources and applications is determined by the cultural preferences and habits of Chinese students. This contributes to understanding the influence of culture on the learning process. The practical application of the findings of the article is possible in the development of online courses in the Russian language designed for Chinese students, taking into account the specifics of their needs and preferences, as well as for improving the qualifications of Russian language teachers working with Chinese students.

The relevance of the study is due to the intensification of the internationalization policy in higher education system in the context of modern reforming higher education. The article considers the specific features of preparation Chinese graduate and postgraduate students for research activity in the field of education of through the implementation of the axiological approach. The aim of the study is to identify and describe the most effective forms of organization and involvement of future teacher-researchers from the People's Republic of China in educational and research activities based on the formation of universal (humanistic), professional and ethno-national values of students. The article describes the ways of optimizing the research work of foreign students using the example of educational and communicative practices of the Faculty of Pedagogical Education of Lomonosov Moscow State University. The main research methods were: a critical review of scientific and pedagogical sources, classification and systematization methods, a questionnaire method, elements of comparative analysis. The key methodological principles of the study are the ideas of multicultural upbringing and education in a single information and educational space. The novelty of the study lies in the description of innovative approaches to the organization of research and socio-cultural activities of foreign students - future teachers in the conditions of a classical university. The forms of involvement of Chinese students in educational and research practices are revealed, taking into account the national psychology and features of the ethnic mentality. The results of the survey of Chinese respondents are presented, allowing us to identify the universal and national-ethnic value attitudes of students in research graduate and postgraduate schools in pedagogical areas. The theoretical significance of the study lies in the conceptual justification of the integration of the pedagogical axiology principles and ideas of multicultural education in relation to the field of training foreign students. From a practical point of view, the article is of interest to researchers in the field of education, teachers and representatives of the management level of universities in the context of improving the mechanisms of social and psychological adaptation of foreign students, graduate and postgraduate students in the Russian educational space.