Journal archive

Abstract: The article is devoted to the pedagogical strategy of integrating the units of the Russian language into the linguistic consciousness of Chinese students at the initial stage of learning: 1) establishing the universal semantic units present in the linguistic consciousness of the Chinese student; 2) the actualization and objectification of the revealed units – special cognitive representations – in the implementation of the discursive activities of Chinese students in Russian. The problematics of this work is connected with the need to optimize the learning process of Chinese students starting to learn Russian in the Russian preparatory departments. In modern conditions, when highquality students need to master a vast array of program material, this optimization is possible only through the integration of communicative and linguistic units, including through intercultural communication, and more specifically, contacting languages. The main research methods are: 1) modeling the optimal educational intercultural communication by establishing universal semantic units of contacting languages: Russian and Chinese; 2) comparative; 3) the method of monitoring educational intercultural communication and the method of introspection with subsequent analysis and interpretation of the results obtained. The novelty of the research is in the modeling of a pedagogical strategy based on the integration of invariant units of the Russian language into the Chinese language consciousness. Results of the study: in the process of testing materials that implement the proposed pedagogical strategy, it has been established that purposeful integration based on cognitive representations objectified in the educational process takes place according to optimal parameters, which significantly frees up working time for the students to master the necessary educational material.