Keyword: «national specifics of theory implementation»

In spite of internationalization of education, English remains the language of international communication, especially in the field of science. A significant number of English-language publications in international journals on foreign language teaching methodologies contribute to the formation of a common conceptual basis in the professional community worldwide. The purpose of this article is to empirically identify the awareness of foreign language instructors at universities in Russia and China regarding widely spread methodological ideas in modern foreign language education and to determine the specifics of their practical implementation in national contexts. The analysis of literature identified the most common approaches and models of teaching foreign languages in universities in different countries. A survey of foreign language instructors from Russian and Chinese universities (60 respondents) was conducted in two stages. The aims of the survey were to determine whether instructors in Russia and China are familiar with modern approaches and models for teaching the subject and whether there is a national specificity in the application of pedagogical tools in practical classes. The research showed that instructors from both universities are familiar with leading models of foreign language instruction in universities and understand the common terminology used in the theory of teaching the subject. The most well-known and used model in both universities is ESP (English for Specific Purposes). Significant differences were found when analyzing the pedagogical tools, which only coincided in "interactive tasks" and "audio/video-based tasks." However, a step-by-step development of the application of theoretical principles in practice is required, as well as familiarizing foreign language instructors with the methodology of their implementation considering the local teaching context. It is also important to determine which theoretical positions of methodological research should be supported by more detailed practical developments and which aspects of the interaction between theory and its practical implementation should be emphasized when enhancing the qualifications of university foreign language instructors. The adaptation of pedagogical tools by instructors from both countries, taking into account both general theory and national contexts, will contribute to creating a comfortable educational environment for all participants in exchange programs.