Causes of Communicative Failures in Linguocultural and Cross-Cultural Spaces (The Case of the Chinese Language)

Relevance. At present, Russian-Chinese relations are at an unprecedentedly high level. Cross-cultural communication between the two nations should occur in a state of mutual understanding and mutual respect, correspondingly, only by discovering the causes of communicative failures, it is possible to avoid them in cross-cultural dialogue between Russia and China and prepare future professionals to work in the field of Russian-Chinese relations in a proper way.

Aim. To reveal the main causes of communicative failures in linguocultural and cross-cultural dimen­sions on the example of the Chinese language and the culture of China.

Methodology. The keynote of the study was the use of poly-approach methods, namely the integra­tion space of culturally relevant approaches, such as: country-study, cross-cultural, sociocultural and linguocultural approaches. Methods of researching the corpus of Chinese texts were applied as well as of specially designed teaching materials on Chinese culture and language of profession, in particular, the analysis of metatextual markup and the creation of author's own corpus of culturally- oriented texts. In the course of the study, a participatory observation in the classes of linguocultural studies of China at the university and middle schools was carried out.

Scientific novelty / theoretical and/or practical significance. The present study makes it possible to determine the main trends in the solution of the problems of teaching Chinese culture and language to Russian students and to prepare them for intercultural communication. Following this methodol­ogy, specialists in the field of teaching Oriental languages will be able to competently design teach­ing materials on linguocultural studies of China, as well as to introduce an important cultural studies component in everyday Chinese classes.

Results. At the first stage of the research the status of oriental studies in our country and its stages of development in the COVID-19 and post-COVID periods were fixed. Then, using linguocultural analysis, the main causes of communicative failures were analyzed and supported by examples from the Chinese cultural space. At the final stage of the research the technologies of teaching Chinese culture and traditions were identified using the examples from textbooks and teaching materials written by Russian authors.

Conclusions. This study identified and comprehensively described the main causes of communica­tive failure of the Chinese language through the prism of culturally appropriate approaches, in par­ticular, linguocultural and intercultural.

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