How Chinese educators can enhance teaching Russian as a foreign language: an analysis of classroom instruction differences in higher education institutions of China and Russia

Importance. Currently, there are distinct differences in the teaching of Russian as a foreign language between China and Russia in areas such as: a) the learning environment organization; b) the selection of educational content and teaching materials’ development; c) the language teaching methods used. All of these factors influence the acquisition of Russian by Chinese students as a language of interpersonal and intercultural communication. According to experts, Chinese students studying Russian at universities in Russia achieve a higher level of proficiency than those studying the language in China. The aim of this study is, based on an analysis of scholarly literature, regulatory educational documents, and teaching practices in Russia, to: a) identify the main differences between the contexts of teaching Russian as a foreign language in Russia and China; b) formulate the characteristics of an effective Russian as a foreign language lesson; c) provide recommendations for Chinese teachers of Russian as a foreign language on how to effectively teach Russian to students.

Materials and Methods. The study is conducted using the observing method of teaching Russian as a foreign language practice in Russian and Chinese universities, as well as the comparative analysis method of scientific literature. The materials used included scientific papers published in journals indexed in the Scopus and Web of Science databases, as well as the list of journals approved by the Higher Attestation Commission of the Russian Federation. Additionally, the research materials included curricula, syllabi, and teaching aids for Russian language education from Harbin Pedagogical University (China) and the Pushkin State Russian Language Institute (Russia).

Results and Discussion. The study identified the characteristics of an effective Russian as a foreign language lesson and provided recommendations for Russian as a foreign language instructors in China. The authors consider the following to be the main features of an effective Russian as a foreign language lesson: a) practical orientation; b) creativity; c) communicative focus. Based on the experience of teaching Russian as a foreign language in Russia, Chinese instructors should pay attention to the following aspects: 1) classroom teaching should align with the set learning objectives; 2) game elements incorporation in lessons; 3) learning content should reflect everyday reality; 4) exam content should focus more on practical language application; 5) awareness of native language interference and deepening of linguistic cultural consciousness.

Conclusion. The novelty of the research lies in characteristics development of an effective practical Russian language lesson and recommendations for teaching Chinese students Russian as a foreign language.

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