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.