Keyword: «integrated approach»

The globalization of education and the growth of academic mobility have made preparatory departments for foreign citizens key structural units of Russian universities, facilitating the integration of students into Russian educational system. The work of preparatory departments is aimed at developing language, academic, and socio-cultural competences of foreigners for further study in Russia. Consequently, there is an urgent need to accurately determine the level of proficiency in Russian as a foreign language, particularly at the zero (A0) level. This ensures the individualization of the educational process and enhances the effectiveness of learning. The aim of the article is to develop and test a comprehensive diagnostic tool for assessing the initial level of Russian language proficiency in foreign students when they enter preparatory departments. The methodological foundation of the study included systemic activity-oriented, axiological, communicative, and linguistic-cultural approaches. The experiment was conducted at the preparatory department of the Ural State University of Economics. Before the research, a diagnostic tool consisting of six blocks was developed: phonetics, vocabulary, grammar, reading, writing, and linguistic-cultural knowledge. A scoring system was used in the diagnosis, allowing us to find out the level of foreign students’ preparedness for further study Russian language, starting from the elementary level (A1). The results confirmed the necessity of applying a comprehensive approach to assess language proficiency, which helps to identify individual characteristics and difficulties faced by students at the initial stage. The theoretical significance of the article lies in the clarification of diagnostic criteria for the A0-level and the expansion of the methodological basis for teaching Russian as a foreign language (hereinafter referred to as RFL). The practical significance lies in the possibility of applying the developed diagnostic system in educational institutions that implement pre-university training programs, contributing to the improvement of learning effectiveness and the successful adaptation of foreign citizens to the Russian educational environment.

The study focuses on presenting an integrated approach to teaching Russian as a foreign language to Chinese students, combining the development of values, the transmission of knowledge, and the enhancement of skills within the curriculum, while taking into account diverse learning styles and learner needs. This approach is motivated by the theoretical and practical relevance of instructional and educational activities aimed at implementing contemporary concepts of patriotism formation. The aim of the article is to present the experience of fostering patriotic values among students of the Faculty of the Russian Language at Sichuan University (China) through the incorporation of oral communication training based on linguodidactic models defined by the ideologemes of the textbook series “Introduction to Contemporary China”. The research employs a comprehensive framework grounded in the principal approaches to foreign language teaching - communicative, sociocultural, and problem-based. The leading methods applied are discourse analysis and modeling of the teaching process in Russian as a foreign language. The results of the empirical study are illustrated at different stages of the educational process. Linguodidactic models based on instructional texts are represented through excerpts from first– and second-year students’ utterances, serving as communicative units of discourse. Project-based modeling is demonstrated in the representation of the concept of “small homeland” in second– and third-year courses. The constructive-modeling function is exemplified by the lesson model “Beautiful China” and by third– and fourth-year students’ monologues, reflecting the dynamics of integrating linguodidactic modeling with patriotic education within the framework of the “Introduction to Contemporary China” series. Teaching Russian outside the target-language environment presents a number of unresolved challenges, which highlight promising directions for linguodidactic modeling in relation to the specific features of teaching oral communication skills in the context of the “Introduction to Contemporary China” series. This determines the theoretical significance of examining a system of internationalized education, which global and long-term orientation is aimed at training highly qualified specialists in the field of international relations. The practical significance is expressed through linguodidactic models that represent the dynamics of developing oral communication skills in the training of linguists-interpreters, which in turn determines the potential for creating a system that integrates linguodidactic principles with instructional and educational-developmental aspects.