Features of Building Grammar Skills as a Constituent Part of Communicative Competence of Chinese Learners Studying the Russian Language in China (Level A2–B1)

   Relevance. The relevance of the study lies in the necessity of including the grammatical component into the educational process to form communicative competence of Chinese learners studying the Russian language in China.

   Aim. To identify the features of the formation of the grammatical component of communicative competence in Russian among the Chinese students studying at Chinese universities.

   Methods: The research methods include the following: 1) theoretical: analysis, synthesis, modeling; 2) practical: a) observation; b) interviews with teachers and students; introspection method, generalization of experience of teaching Russian in the Chinese audience.

   Theoretical and practical significance of the research. Scientific novelty of the study is in identification and description of the features of formation of the grammatical component of communicative competence among the Chinese students studying the Russian language in personal, communicative
and cognitive aspects. The theoretical significance of the study lies in the creation and application in the educational process of the Russian language teaching model, which provides for the formation among the Chinese students of grammatical skills as a component of educational activity, given by
the basic principles of anthropological linguodidactics. Practical value of the study is in the proposed pedagogical strategy for the management of the educational process in the Russian language in the conditions of China, based on the revealed features of the formation of the grammatical component
of the communicative competence among the Chinese students in the course of their academic activities in the studied Russian language.

   Research implications. From the standpoint of the basic principles of anthropological linguodidactics, features of formation grammatical component of communicative competence in the Russian language among the Chinese students were identified and described, and also a descriptive model of the grammatical component inclusion in the educational process in China was proposed.

   Conclusions. Features of the formation of language/grammar skills among the Chinese students in the context of China are as follows: 1) in the need to design a holistic model of the educational process on the formation of communicative competence with the inclusion of a linguistic/grammatical
component; 2) in the creation of a multifactorial pedagogical strategy for the management of the educational process, based on the revealed features of the formation of grammatical component of communicative competence among the Chinese students.

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