A MODEL FOR TEACHING RUSSIAN TO CHINESE STUDENTS BASED ON FOLK OMENS (AXIOLOGICAL ASPECT)
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Author(s): | Liukshina A. P., Zhelezniakova E. A., |
| Number of journal: | 2(75) | Date: | June 2026 |
| Annotation: | Overcoming the cultural and linguistic barrier in the process of familiarizing learners with the linguoculture of the target language is complicated by the wide diversity of communicative situations and the variability of native speakers’ communicative behavior. In recent years, the number of Chinese applicants wishing to study in Russia has sharply increased, which has accordingly led to a rise in research focusing on the specific aspects of working with Chinese students. In foreign language learning, exposure to the values of Russian culture is of great importance. Superstitions (popular beliefs / folk omens) serve as striking examples of linguoculturological units; their very existence embodies the continuity of generations, which is part of the core spiritual and moral values. The acquisition of superstitions allows learners to gain deeper insight into national history and culture, including immersion into the axiological space of Russian culture. In the context of teaching Russian as a foreign language, superstitions represent valuable linguoculturological material, reflecting cultural, historical, and everyday experience, as well as traditions and values of the people as embedded in the language. However, the mastery of these linguoculturological units is hindered by the lack of uniform structural features, a high probability of non-verbal manifestations, and other specific characteristics. A systematic examination of superstitions as axiologically valuable linguoculturological material and its integration into the teaching process represents a promising avenue, the study of which may contribute to the formation of learners’ linguoculturological competence. This article discusses the linguoculturological potential of superstitions in teaching Russian as a foreign language, the specific features of studying superstitions within the framework of axiological and linguoculturological approaches, and the principles for selecting superstitions as teaching material. Based on the data obtained, a model is proposed for teaching Russian to Chinese students using superstitions as a resource, with the aim of developing linguoculturological competence. | ||
| Keywords: | folk omen, dialogue of cultures, linguoculturological approach, axiological approach linguoculturological competence, teaching model, teaching Russian as a foreign language, linguoculture, nationally-oriented teaching, Chinese culture, Russian culture |
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| For citation: | Zhelezniakova E. A., Liukshina A. P. A model for teaching Russian to Chinese students based on folk omens (axiological aspect). Biznes. Obrazovanie. Pravo = Business. Education. Law. 2026;2(75):288—294. DOI: 10.25683/VOLBI.2026.75.1662 |
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