Comparative analysis of Russian as a foreign language teaching methods in Chinese and Russian universities: a case study of Jilin International Studies University and Tomsk State Pedagogical University

In the context of deepening globalization, international educational cooperation has become an important tool for training highly qualified specialists. The partnership between China and Russia is particularly active in the field of education, where double degree programs provide students with unique opportunities for intercultural learning and professional growth. A comparative study of Russian language teaching methodologies in China and Russia is of particular relevance. This work is aimed at identifying similarities and differences in approaches to teaching Russian as a foreign language in the two countries, as well as determining the possibilities for mutual enrichment of pedagogical practices. The methodological basis of this study is the principles of comparative didactics, comparative analysis of educational systems and intercultural communication, supplemented by empirical methods of data collection and analysis. The work includes a systemic analysis of cognitive-methodological models of teaching Russian as a foreign language, including traditional and innovative methods used in Chinese and Russian universities. Particular attention is paid to identifying latent didactic reserves that can be borrowed from one educational system to another to improve the effectiveness of learning. The paper examines such aspects as the role of the grammartranslation method in the Chinese teaching system, and the communicative-activity approach in the Russian methodology. In this study, a questionnaire was compiled among students studying under the joint program "3+1" to assess the dynamics of language skills, the level of intercultural adaptation and satisfaction with the program at different stages of study (in China and Russia). The results of the study will help optimize the model of joint training of specialists, improve the quality of international education, and can also be useful for the implementation of similar educational projects. This study can serve as an example of improving programs for teaching Russian as a foreign language, developing teaching materials and improving the qualifications of teachers. The practical significance of the work lies in offering specific recommendations for integrating the most effective methodological strategies into the educational systems of both countries.

teaching Russian as a foreign language, intercultural communication, teaching methods, educational systems in China and Russia, joint degree program, empirical research