Keyword: «socially oriented learning»

The international cooperation with Chinese universities is developing at a rapid pace in Russia due to economic and political interaction. This cooperation between the two countries has accelerated development in the field of education. The relevance of the presented methodology of Russian as a foreign language lies in its effectiveness and improvement of the educational process organization, which is required by new international educational standards. The issue of teaching Russian as a foreign language is considered using the works of foreign and domestic scientists. The article analyzes methods of teaching Russian as a foreign language to Chinese students in the field of “System programming and artificial intelligence technologies.” The authors examine existing educational and methodological materials using the ethnic orientation of students. The purpose of the research is to generalize the methodology and practice of teaching Russian as a foreign language in the educational process of the university. They highlighted the requirements for the organization of the educational process, for educational training and providing language training taking into consideration the students’ national linguistic specificity. The characteristics of works on the consideration of Russian as a foreign language in the sociocultural context are given. The article proposes an educational process that is divided into four stages of learning with gradual immersion in the social environment. Each stage is complemented by a subject focus, taking into account the communicative approach. Systematic training with a communicative focus ensures obtaining high-quality results in the acquisition of linguistic, communicative and sociocultural skills. The authors described the practical experience of teaching Russian as a foreign language with elements of edifying, educational and socially focused orientation obtained over several years at the Rostov State Transport University. The existing problems of studying Russian as a foreign language are analyzed, including modern approaches to the forms and methods of mastering vocabulary, grammar and colloquial speech. Taking into account the positive results of the method, we can note its practicability and effectiveness. The article may be of practical importance for teachers of Russian as a foreign language who do not have experience working with Chinese students and can use the proposed methodology in the teaching process.