Practice and adaptation of the communicative teaching method in professional foreign language education in China

Abstract

In the context of deepening international contacts, professional foreign language education in China is facing increased demands on the quality of specialist training. Currently, the main task of teaching professional foreign languages in universities is to develop the ability to use the language comprehensively in various communicative situations. At the same time, in real pedagogical practice, learning is still largely focused on the assimilation of language knowledge, while the development of students' communicative skills in conditions close to real communication remains insufficient. In this regard, the problem of effective application of the communicative approach in the system of professional foreign language education in China is of particular relevance. The purpose of this study is to analyze the current state of the use of the communicative approach in Chinese professional foreign language education, identify the features of its implementation in the university audience, as well as identify the main problems and possible ways to adapt it to the conditions of higher education in China. The methodological basis of the research is the analysis of scientific literature and theoretical analysis. The paper summarizes foreign and Chinese studies on the theory of communicative competence and the communicative approach, and also examines the specifics of their application in the practice of teaching professional foreign languages, including examples of classes in professional Russian. The results of the study show that the communicative approach contributes to the transition from focusing on the transfer of language knowledge to developing the ability to use a foreign language in educational and real-world communication situations. At the same time, it has been found that differences in the level of students' education, limited learning conditions and an unbalanced curriculum structure reduce the effectiveness of its implementation. In conclusion, it is concluded that there is a need for local adaptation of the communicative approach, including adjustments to the organization of training, the content of courses and educational conditions, which makes it possible to improve the quality of professional foreign language education.