Keyword: «chinese students»

The development of rhetorical speech in Russian as a foreign language among Chinese students is relevant, since effective communication in the country of residence is a key skill in various areas of life. Rhetoric, as the science of the art of persuasion, helps foreign students improve their argumentation, speech construction and peer interaction skills. With insufficient intensification of the educational process in this direction, one of the methodological tools can be a photomontage digital collage aimed at developing rhetorical speech in the Russian language as a foreign language among Chinese students. It contributes to: improving communication skills; improving efficiency in future professional activities; strengthening interpersonal relations with Russian students; developing critical thinking; improving public speaking in the country of residence; initiation into the cultural heritage of Russia. The aim of the study is to analyze the theory and practice of developing rhetorical speech in Russian as a foreign language among Chinese students based on a photomontage digital collage. A complex of research methods was used in the work: theoretical methods; empirical methods; formative; mathematical statistics methods. The main results of the study: the linguistic and didactic properties of rhetorical speech in the Russian language as a foreign language among Chinese students were characterized; the place of photomontage digital collage in the development of rhetorical speech in Russian as a foreign language by Chinese students was clarified; the relevant methodological conditions were considered and the practice of organizing experimental work was described; an analysis of its results was presented. New formats of tasks have been worked out for the development of rhetorical speech in the Russian language as a foreign language among Chinese students based on a photomontage digital collage and research prospects have been determined. The theoretical significance of the work lies in the justification of the need to develop rhetorical speech in Russian as a foreign language among Chinese students on the basis of a photomontage digital collage in the context of Russian higher education. The practical significance of the work lies in the creation and implementation of new formats of tasks for the development of rhetorical speech in Russian as a foreign language among Chinese students based on a photomontage digital collage.

This article presents a corpus-based analysis of the frequency of Russian economic terms and explores their pedagogical significance in the professionally oriented teaching of Chinese students. The relevance of the study stems from the need for a scientifically sound selection of terminological vocabulary in the context of intercultural economic education and the increasing demands on the development of professional communicative competence in international students. Mastering Russian economic terminology is complicated for Chinese students by interference of their native language, the lack of direct equivalents, the abstract nature of concepts, and the morphological specificity of the Russian language. The aim of the study is to identify frequent and methodologically significant Russian economic terms based on corpus analysis and pedagogical observation, and to develop scientifically based recommendations for their selection and phased introduction into the teaching of Russian as a foreign language to Chinese students. The methodological basis of the study is formed by corpus linguistics, linguastatistical analysis, and the principles of descriptive linguodidactics. The material is based on data from the National Corpus of the Russian Language and specialized economic texts. Frequency was calculated using the IPM (instances per million) metric, allowing vocabulary to be classified as high-frequency, mid-frequency, and low-frequency. The study found that high-frequency terms form the core of professional discourse and should be introduced at the initial stage of training; mid-frequency terms are characterized by contextual variability and require analytical intake; low-frequency terms relate to highly specialized areas and are appropriate at an advanced level of training. Typical difficulties in learning terminology by Chinese students were identified, related to polysemy, differences in word-formation patterns, and the specific functioning of terms in professional discourse. The theoretical significance of the study lies in the development of a frequency model for systematizing economic terminology, and the practical significance lies in the potential use of the findings in the development of curricula, learning materials, and professional Russian language courses for Chinese students.