LINGUODIDACTIC MODELING IN TEACHING RUSSIAN VOCABULARY TO CHINESE STUDENTS
The article studies the peculiarities of teaching the vocabulary of the Russian language to students from China using linguodidactic modeling. To create our teaching model, we solve the problem of defining “a linguodidactic model” as a methodological concept. The article aims to study the features of the use of linguodidactic models within the framework of the nationally-oriented approach in the methodology of teaching Russian as a foreign language. We focus on specific linguodidactic models (LDM), concentrated on specific language aspects (phonetics, stylistics, etc.). The models of this type represent a certain educational and methodological unity of elements related to the description, systematization and standardization of teaching different aspects of language to international students. When constructing the corresponding linguodidactic models, we need to take into account ethnopsychological and ethnocultural characteristics of students from China in teaching Russian vocabulary. Based on these linguodidactic models, teachers’ work with Chinese students will be more effective as they will be able to use not only the information about the culture and mentality of students, but also their knowledge about the similarities and differences between the Chinese and Russian languages. In addition, it is important to note the difference in the methods of teaching the Chinese and Russian languages: although the textocentric approach is more popular in China, in Russia the whole process of teaching Russian as a foreign language is realized within the framework of the communicative approach.