title: Ð ÐµÐ°Ð»Ð¸Ð·Ð°ÑÐ¸Ñ Ð´Ð¸ÑÑÐµÑÐµÐ½ÑÐ¸ÑÐ¾Ð²Ð°Ð½Ð½Ð¾Ð³Ð¾ Ð¿Ð¾Ð´Ñ Ð¾Ð´Ð° Ð² Ð¿ÑÐ¾ÑÐµÑÑÐµ Ð¿ÑÐµÐ¿Ð¾Ð´Ð°Ð²Ð°Ð½Ð¸Ñ ÑÑÑÑÐºÐ¾Ð³Ð¾ ÑÐ·ÑÐºÐ° ÐºÐ°Ðº Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð³Ð¾ Ñ ÑÑÐµÑÐ¾Ð¼ Ð»Ð¸Ð½Ð³Ð²Ð¾ÐºÑÐ»ÑÑÑÑÐ½Ð¾Ð³Ð¾ ÑÑÐ°ÑÑÑÐ° ÑÑÐ°ÑÐ¸Ñ ÑÑ (Ð½Ð° Ð¿ÑÐ¸Ð¼ÐµÑÐµ ÐºÐ¸ÑÐ°Ð¹ÑÐºÐ¾Ð¹ Ð°ÑÐ´Ð¸ÑÐ¾ÑÐ¸Ð¸)
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð¼Ð°Ð³Ð¸ÑÑÑÐ°
titleType: Subtitle
title: Implementation of the differentiated approach in the process of teaching Russian as a foreign language, taking into account the linguistic and cultural status of students (on the example of the Chinese lectures)
Creators: name: Ð¡ÑÑ Ð¦Ð·ÑÐ²ÑÐ½Ñ
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2022
Subjects: ÑÐ·ÑÐºÐ¾Ð²Ð¾Ðµ Ð¾Ð±ÑÐ°Ð·Ð¾Ð²Ð°Ð½Ð¸Ðµ
Ð»Ð¸Ð½Ð³Ð²Ð¾ÐºÑÐ»ÑÑÑÑÐ½Ð°Ñ Ð¿ÐµÐ´Ð°Ð³Ð¾Ð³Ð¸ÐºÐ°
ÑÑÑÑÐºÐ¸Ð¹ ÑÐ·ÑÐº ÐºÐ°Ðº Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½ÑÐ¹
Ð»Ð¸Ð½Ð³Ð²Ð¾ÐºÑÐ»ÑÑÑÑÐ½ÑÐ¹ ÑÑÐ°ÑÑÑ ÑÑÐ°ÑÐ¸Ñ ÑÑ
Ð¾Ð¿ÑÐ¸Ð¼Ð¸Ð·Ð°ÑÐ¸Ñ Ð¾Ð±ÑÐ°Ð·Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½Ð¾Ð³Ð¾ Ð¿ÑÐ¾ÑÐµÑÑÐ°
language education
linguo-cultural pedagogy
Russian as a foreign language
linguo-cultural status of students
optimization of the educational process

description: Ð¢ÐµÐ¼Ð° Ð²ÑÐ¿ÑÑÐºÐ½Ð¾Ð¹ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð¾Ð¹ ÑÐ°Ð±Ð¾ÑÑ: Â«Ð ÐµÐ°Ð»Ð¸Ð·Ð°ÑÐ¸Ñ Ð´Ð¸ÑÑÐµÑÐµÐ½ÑÐ¸ÑÐ¾Ð²Ð°Ð½Ð½Ð¾Ð³Ð¾ Ð¿Ð¾Ð´ÑÐ¾Ð´Ð° Ð² Ð¿ÑÐ¾ÑÐµÑÑÐµ Ð¿ÑÐµÐ¿Ð¾Ð´Ð°Ð²Ð°Ð½Ð¸Ñ ÑÑÑÑÐºÐ¾Ð³Ð¾ ÑÐ·ÑÐºÐ° ÐºÐ°Ðº Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð³Ð¾ Ñ ÑÑÐµÑÐ¾Ð¼ Ð»Ð¸Ð½Ð³Ð²Ð¾ÐºÑÐ»ÑÑÑÑÐ½Ð¾Ð³Ð¾Â ÑÑÐ°ÑÑÑÐ° ÑÑÐ°ÑÐ¸ÑÑÑ (Ð½Ð° Ð¿ÑÐ¸Ð¼ÐµÑÐµ ÐºÐ¸ÑÐ°Ð¹ÑÐºÐ¾Ð¹ Ð°ÑÐ´Ð¸ÑÐ¾ÑÐ¸Ð¸)Â». Ð¦ÐµÐ»ÑÑ ÑÐ°Ð±Ð¾ÑÑ ÑÐ²Ð»ÑÐµÑÑÑ ÑÐ°Ð·ÑÐ°Ð±Ð¾ÑÐºÐ° ÑÐµÐºÐ¾Ð¼ÐµÐ½Ð´Ð°ÑÐ¸Ð¹ Ð´Ð»Ñ Ð¾Ð¿ÑÐ¸Ð¼Ð¸Ð·Ð°ÑÐ¸Ð¸ Ð¿ÑÐ¾ÑÐµÑÑÐ° Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ ÑÑÑÑÐºÐ¾Ð¼Ñ ÑÐ·ÑÐºÑ ÐºÐ°Ðº Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð¼Ñ Ñ ÑÑÐµÑÐ¾Ð¼ Ð»Ð¸Ð½Ð³Ð²Ð¾ÐºÑÐ»ÑÑÑÑÐ½Ð¾Ð³Ð¾ ÑÑÐ°ÑÑÑÐ° ÑÑÐ°ÑÐ¸ÑÑÑ (Ð½Ð° Ð¿ÑÐ¸Ð¼ÐµÑÐµ ÐºÐ¸ÑÐ°Ð¹ÑÐºÐ¸Ñ ÑÐ»ÑÑÐ°ÑÐµÐ»ÐµÐ¹). Ð ÑÐ¾Ð´Ðµ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ Ð±ÑÐ»Ð¸ ÑÐµÑÐµÐ½Ñ ÑÐ»ÐµÐ´ÑÑÑÐ¸Ðµ Ð·Ð°Ð´Ð°ÑÐ¸: 1)Â Ð¾ÑÐ°ÑÐ°ÐºÑÐµÑÐ¸Ð·Ð¾Ð²Ð°Ð½ ÑÐµÐ½Ð¾Ð¼ÐµÐ½ Â«Ð»Ð¸Ð½Ð³Ð²Ð¾ÐºÑÐ»ÑÑÑÑÐ½ÑÐ¹ ÑÑÐ°ÑÑÑ ÑÑÐ°ÑÐ¸ÑÑÑÂ»; 2)Â ÑÑÑÐ°Ð½Ð¾Ð²Ð»ÐµÐ½Ñ ÐºÐ¾Ð½ÑÑÐ¸ÑÑÑÐ¸Ð²Ð½ÑÐµ Ð¿Ð¾Ð½ÑÑÐ¸Ð¹Ð½ÑÐµ Ð¿ÑÐ¸Ð·Ð½Ð°ÐºÐ¸ Ð¿Ð¾Ð½ÑÑÐ¸ÑÂ Â«Ð»Ð¸Ð½Ð³Ð²Ð¾Ð´Ð¸Ð´Ð°ÐºÑÐ¸ÑÐµÑÐºÐ¸Ðµ Ð¾ÑÐ¾Ð±ÐµÐ½Ð½Ð¾ÑÑÐ¸ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ð ÐÐÂ»; 3)Â Ð²ÑÐ´ÐµÐ»ÐµÐ½Ñ Ð¸ Ð¾Ð¿Ð¸ÑÐ°Ð½Ñ Ð¾ÑÐ¾Ð±ÐµÐ½Ð½Ð¾ÑÑÐ¸ Ð¿ÑÐµÐ¿Ð¾Ð´Ð°Ð²Ð°Ð½Ð¸Ñ ÑÑÑÑÐºÐ¾Ð³Ð¾ ÑÐ·ÑÐºÐ° ÐºÐ°Ðº Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð³Ð¾ Ð² ÐÐ¸ÑÐ°Ð¹ÑÐºÐ¾Ð¹ ÐÐ°ÑÐ¾Ð´Ð½Ð¾Ð¹ Ð ÐµÑÐ¿ÑÐ±Ð»Ð¸ÐºÐµ; 4)Â ÑÐ°Ð·ÑÐ°Ð±Ð¾ÑÐ°Ð½Ð° ÑÐµÑÐ¸Ñ Ð·Ð°Ð´Ð°Ð½Ð¸Ð¹ Ð´Ð»Ñ Ð¾Ð¿ÑÐ¸Ð¼Ð¸Ð·Ð°ÑÐ¸Ð¸ Ð¿ÑÐ¾ÑÐµÑÑÐ° Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ ÑÑÑÑÐºÐ¾Ð¼Ñ ÑÐ·ÑÐºÑ ÐºÐ°Ðº Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð¼Ñ ÐºÐ¸ÑÐ°Ð¹ÑÐºÐ¸Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð² ÑÐ¾ÑÑÐ¸Ð¹ÑÐºÐ¾Ð¼ Ð²ÑÐ·Ðµ; 5)Â Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½ ÑÐºÑÐ¿ÐµÑÐ¸Ð¼ÐµÐ½Ñ Ð´Ð»Ñ Ð¾Ð¿ÑÐµÐ´ÐµÐ»ÐµÐ½Ð¸Ñ ÑÑÑÐµÐºÑÐ¸Ð²Ð½Ð¾ÑÑÐ¸ Ð¿ÑÐµÐ´Ð»Ð¾Ð¶ÐµÐ½Ð½ÑÑ ÑÐ¿ÑÐ°Ð¶Ð½ÐµÐ½Ð¸Ð¹. Ð ÐµÐ·ÑÐ»ÑÑÐ°ÑÑ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ Ð¼Ð¾Ð³ÑÑ Ð½Ð°Ð¹ÑÐ¸ Ð¿ÑÐ¸Ð¼ÐµÐ½ÐµÐ½Ð¸Ðµ Ð² ÐºÑÑÑÐ°Ñ Ð¼ÐµÑÐ¾Ð´Ð¸ÐºÐ¸ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ð ÐÐ, ÑÐ¾Ð½ÐµÑÐ¸ÐºÐ¸, Ð² ÑÐ¿ÐµÑÐºÑÑÑÐ°Ñ Ð¿Ð¾ Ð»Ð¸Ð½Ð³Ð²Ð¾ÐºÑÐ»ÑÑÑÑÐ¾Ð»Ð¾Ð³Ð¸Ð¸.
description: The theme of the final qualification work: âImplementation of theÂ differentiated approach in the process of teaching Russian as a foreign language,Â taking into account the linguistic and cultural status of students (on the exampleÂ of the Chinese lectures). The aim of the work is to develop recommendationsÂ for optimizing the process of teaching Russian as a foreign language, taking intoÂ account of the linguistic and cultural status of students (on the example ofÂ Chinese students). During the study, the following tasks were solved: 1) Ñharacterized the phenomenon of "linguocultural status of students"; 2) Ñonstitutive conceptual features of the concept of "linguodidacticÂ features of teaching Russian as a foreign language" have been established; 3) identified and described the features of teaching Russian as a foreignÂ language in China; 4) a series of tasks was developed to optimize the process of teachingÂ Russian as a foreign language to Chinese students at Russian university; 5) experiments were conducted to determine the effectiveness of theÂ proposed exercises. The results of the study can be used in the courses of teaching Russian asÂ a foreign language, phonetics, and in special courses on linguoculturology.