Keyword: «foreign students»

In the context of the current Federal State Educational Standard of the Russian higher education, there is a process of revising the problem of communicative competence development in foreign students studying Russian as a foreign language. The author presents pedagogical conditions and methodological support aimed at the development of foreign language communicative competence of students in accordance with the results of teaching Russian as a foreign language. Foreign students of non-linguistic areas use Russian as a foreign language for self-studying in the process of higher education and intend to use it in their future work. Readiness for this process becomes the key to their competitiveness in the Russian labor market. The relevance of the issue of using the construction method in teaching Russian as a foreign language for the development of students' communicative competence is due to several factors. Firstly, the society strives to use innovative and interactive teaching methods that allow foreign students to actively interact and express their thoughts in Russian. Secondly, the construction method is an effective tool for the development of speech skills when students have to use various grammatical structures and lexical units to describe their professional activities. Thirdly, the proposed methodology contributes to the development of students' imagination and creative thinking, as they have to invent and construct their own communication models using their knowledge of Russian language. Finally, the construction method is an accessible and cost-effective way of teaching that can be used both in classrooms and in extracurricular activities. The aim of the article is to study the method of construction in teaching Russian as a foreign language for the development of communicative competence of students in higher education. The main idea of the method is to use speech models to create communicative situations that help foreign students to develop their speaking skills. The main results of the study showed that this method allows students to be more actively involved in the learning process, to develop their creative and cognitive activity. By creating various situational models when mastering Russian as a foreign language, students expand their vocabulary, learn to use new words and constructions in the context of right speech, which effectively affects their speaking and understanding of the language. This helps to develop interpersonal communication skills and improve speaking practice in Russian. Thus, the method of construction in teaching Russian as a foreign language is an effective means for the development of communicative competence of students in higher education. It allows us to stimulate the learning process, develop creative activity and communication skills, expand vocabulary.

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

The article presents research on the aggression of foreign students by Russian and foreign scientists. The author provides research on the phenomenon of aggression in the form of speech/verbal aggression, irritability, physical aggression, anger, hostility, self-harm in the form of suicide of foreign students, and also reveals the causes of suicide and names methods of suicide prevention for foreign students.

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 article reveals the importance of studying the discipline “Language and cultural Studies” for students mastering Russian as a foreign language at the preparatory faculty at the university. The essence of the concepts “language and cultural studies” and “Russian studies competence” is explained. The ways of formation of Russian studies competence of foreign speakers are considered. The importance of using polycoded texts as a means of conveying basic information and motivating students is shown.