Keyword: «linguodidactic model»

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.

The relevance of this study stems from the need to find effective pedagogical tools for developing foreign-language discursive competence in international graduate students in the context of digitalization. Modeling processes that bridge the gap between formal language proficiency and the ability to produce coherent, situationally relevant utterances in professional and academic environment is particularly important. The aim of the study is to develop and test a model for developing graduate students' foreign-language discursive competence using the potential of skeuomorphism. The leading approach is an integrative one, combining the concepts of linguodidactics, discourse analysis, and cognitive linguistics to comprehensively model the pedagogical process. The methodological basis is a theoretical analysis of scientific literature, as well as empirical methods (observation, testing, and a pedagogical experiment) for assessing the effectiveness of the proposed model. The results of the study demonstrate positive dynamics in the ability of international graduate students to construct logically coherent and genre-correct statements in a foreign language. The scientific novelty lies in the substantiation of skeuomorphism as a key linguodidactic tool for modeling the process of discursive competence development; in the development of a structural and functional model that gradually develops discourse generation skills from reliance on familiar "digital" patterns (skeuomorphs) to the creation of autonomous statements; in the creation of a specialized set of tasks aimed at: recognizing and analyzing skeuomorphic elements in discourse; constructing statements using skeuomorphic patterns as semantic and structural supports; overcoming interference caused by the transfer of cognitive schemes of the native language. The theoretical significance lies in the development of scientific ideas about the mechanisms of discursive competence development through the prism of skeuomorphism. This study proposes a theoretically grounded model that reveals the didactic potential of skeuomorphic interfaces as cognitive bridges facilitating the transition from verbal skills to discursive abilities. Its practical significance lies in providing teachers with a specific methodological toolkit—a structural-functional model and a set of tasks that can be integrated into the educational process to accelerate the development of foreign-language discursive competence, directly contributing to the successful academic and professional adaptation of international graduate students.