Keyword: «russian language teaching»

Among those for whom Russian is not their native language, it is generally accepted that it is one of the most difficult to learn. You can often hear from Russians that they make mistakes when they write something or even speak their native language. For foreigners, learning the Russian language is fraught with a huge number of questions, and to understand the answers to them, the whole life may not be enough. The report highlights the most difficult moments for learning the Russian language - those that are encountered in oral and written Russian speech.

In connection with the development of friendly relations between China and Russia, the need for specialists in the field of foreign languages with good communicative competence is increasing. However, we still face many challenges in developing the communicative competence of Chinese Philology majors in learning Russian. This fact determines the relevance of research on the development of the communicative competence of Chinese philology majors. The purpose of the article is to develop an algorithm for the formation of communicative competence in Chinese philology students based on the material of word equivalents. Research questions mainly include the following aspects: 1) What is communicative competence? 2) What are the main components of communicative competence? 3) What are the levels and aspects of the development of communicative competence? 4) What are the stages to be passed in the development of communicative competence? 5) What problems do Chinese philology students face in the process of developing communicative competence in Russian? 6) What place in the development of communicative competence of Chinese philology students is occupied by Russian word equivalents phrases in the process of learning Russian? Methods are selected according to the purpose and questions of the study: the method of analysis of scientific and methodological literature, the method of data analysis, the method of analysis and synthesis when presenting the results of the study. This work will complement theoretical studies of communicative competence and will contribute to the improvement of Russian language curricula in Chinese universities, as well as enrich the theory of teaching foreign languages to Chinese philology majors. The description of the close connection between the development of communicative competence and the various stages of the formation and improvement of the speech production of Chinese philology students will allow us to develop methodological techniques for more effective learning of word equivalents when teaching the Russian language to foreigners.