Ключевое слово: «chinese language»

Language is the most important communication tool and information carrier of human beings. It can be said that all activities of human society are inseparable from language. The 21st century is becoming stronger and stronger, and the rise and prosperity of the economy will inevitably lead to cultural exchange and penetration. With the continuous expansion of reform and opening up, the Chinese language has been more and more valued and favored by countries around the world. In this article, special attention is paid to the issue of popularizing Putonghua as the standard language of modern Chinese language.

Development of Russian-Chinese relations has led to extensive learning of Chinese in Russian schools and universities. Knowledge of Chinese provides students with opportunities for professional and personal growth, so they start learning this language in order to seize such opportunities. However, due to lack of proper preparation, not all students succeed in this course. This article is devoted to provide ways of helping students to study Chinese and stay motivated to do so. The choice of high school students as the subjects of the research is explained by the foreign language learning skills, which they had developed while having learned English or other European languages. A step-by-step familiarization with Chinese phonetics and its writing system shall result in making the learning process less problematic in the long run, as well as keeping students interested in learning such language.

The article analyzes the pedagogical conditions for the formation of foreign language communicative competence of students in the system of supplementary education, using the example of teaching Chinese to children and adolescents aged 6–16. The theoretical framework of the study is based on communicative and sociocultural approaches to foreign language teaching. The results of pedagogical observation and analysis of the dynamics of speech activity development in six small study groups are presented. A positive dynamic in the development of dialogical speech, independent utterance production, phonetic accuracy, and communicative confidence is recorded. The significance of age differentiation of instructional content and the creation of a psychologically comfortable language environment is substantiated.

The creation and selection of effective audiovisual materials for teaching Chinese and Japanese is a methodological challenge due to the unique linguistic features of these languages. The rapid development of generative artificial intelligence technologies opens up new opportunities for automating the development of educational content. The purpose of this article is to assess the practical potential and limitations of using modern AI tools by teachers of Oriental languages to create educational materials (audio and video dialogues, presentations, and illustrations) independently. The study is based on a comparative analysis of the results of various generative models, which allows us to identify their current capabilities, typical errors, and areas of effective use in the educational process.