LINGUOCULTUROLOGICAL ASPECT OF METHODS OF TEACHING RUSSIAN VOCABULARY TO CHINESE PHILOLOGY STUDENTS AT THE VERBAL-SEMANTIC STAGE

Abstract

More Chinese students both in China and Russia choose Russian as their major. However, due to significant differences between the two languages, the process of learning Russian is becoming increasingly difficult. Realizing differences between Russian and Chinese plays a key role in successful learning Russian and contributes to a deeper understanding of the linguistic and cultural environment. The paper compares structures and features of the Russian and Chinese languages, and examines integration of cultural factors into the learning process of Russian language in order to help Chinese students adapt to the new sociocultural environment and form a new linguistic identity. This paper is based on the theory of Yu. N. Karaulov’s three-level model and R. G. Davletbaeva’s five-level model. The researcher pays attention to basic learning in the second year, particularly the verbal-semantic level, emphasizes the importance of vocabulary in reflecting national culture, emotional state and intercultural communication, and points out cultural differences in connotations and denotations of vocabulary.