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Technologies of organizing the pedagogical space for the formation of lexical skills in the process of teaching Russian as a foreign language in the focus of comparative studies // Tomsk State Pedagogical University Bulletin. 2026. Issue 1 (243). P. 118-127

Russian studies are based on the current level of Russian-Chinese relations, which have naturally led to an increase in the study of the Russian language in China, and an increase in the number of Chinese students studying Russian not only in China, but also coming to Russia to study the language. It should be noted that the process of foreign language learning involves the use of special methodological and didactic support, taking into account the nationally oriented experience of students. In this context, special attention is focused on the consideration of technologies for organizing the pedagogical space of foreign language teaching, combining elements of Russian technologies for teaching foreign languages and national characteristics familiar to Chinese students. The purpose of this study is to describe the technology of organizing the pedagogical space for teaching Russian as a foreign language in the focus of comparative studies, which makes it possible to describe the process of foreign language learning as a synthetic process combining experience and practice of language learning and the appropriation of linguistic and cultural experience. The scientific novelty and relevance of the research is associated with the identification and description of effective strategies for foreign language learning, which correctly take into account the specifics of the Chinese and Russian experience in organizing the educational space, allowing Chinese students to achieve a high level of mastering Russian as a foreign language. The theoretical significance of this study is determined by the analysis and description of individual technological elements of foreign language teaching, based on the generalization and organic combination of the most effective educational strategies and practices implemented in China and Russia. The research materials were scientific and methodological studies by Russian and Chinese scientists devoted to the problems of organizing foreign language education, which allowed for a comparative analysis of the practice of teaching Russian as a foreign language in a Chinese audience. The main research methods were comparative, comparative-typological, descriptive-analytical and linguocultural methods, as well as the translation method. In the framework of the study, the pedagogical space is considered as an integral combination of elements, the structural components of which ensure the achievement of educational goals. In the context of the problem of the formation of communicative competence in mastering Russian as a foreign language, the pedagogical space is considered as a unity of content-methodical, communicativeorganizational and perspective-oriented components. The analysis of the Russian and Chinese practice of forming lexical skills in the process of teaching Russian as a foreign language to Chinese students revealed the common and unique characteristics of the technology of organizing the pedagogical space. Thus, the hypothetical statement that it is important to take into account both national educational traditions and established teaching practices in relation to the audience of foreign students was substantiated and proved by the totality of the data studied. Within the framework of this study, individual methods and technologies of foreign language teaching were described, the synthetic use of which will improve the practice of teaching Russian as a foreign language in a Chinese audience.

Keywords: pedagogical space, lexical skills, Russian as a foreign language, national education system, linguoculturology, linguodidactics