Keyword: «intercultural education»

The author deals with education in the sphere of modern foreign languages and cultures. The author views the existing types of educational systems.

The article is devoted to the necessity of intercultural education of students in a multicultural educational environment. The most important component of intercultural education is intercultural competence. Project activity acts as the main means of forming intercultural competence.

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.