NATIONAL-CULTURAL SPECIFICITY OF COMMUNICATIVE BEHAVIOR OF RUSSIAN AND CHINESE SPEAKERS IN INTERNET COMMUNICATION

Abstract

The work explores national and cultural characteristics of communicative behavior of Russian- and Chinese-speaking students in the context of digital educational discourse. The study is based on a comparative analysis of pragmatic strategies used in over 60 instances of online communication during the teaching of Russian to Chinese preparatory students and Chinese to Russian-speaking school and university students. Particular attention is paid to differences in the use of direct and indirect speech acts, as well as culturally conditioned strategies of expressing politeness, disagreement, gratitude, and evaluation. The collected empirical data are visualized through pie charts and heatmaps, which allow the author to identify stable differences in speech behavior and to develop pedagogically grounded linguodidactic modules based on these findings. The results of the study contribute to formation of digital intercultural competence and can be applied in teacher training programs for foreign languages, as well as in the design of adaptive courses and intercultural case-based learning.