Principles for selecting Chinese language teaching content for the development of communicative competence among Russian students

Abstract

The article examines the problem of selecting Chinese language teaching content aimed at developing the communicative competence of Russian students. The purpose of the study is to theoretically substantiate and systematize the principles of selecting educational content, taking into account the specifics of the Chinese language, communicative tasks, and the characteristics of the Russian-speaking audience. Based on the analysis of scientific and methodological literature, structural and functional analysis, systematization, and pedagogical modeling, the relationship between the structure of communicative competence and the content of training is clarified. Linguistic, speech, thematic-situational, sociocultural components of the content are identified, and criteria for selecting appropriate material are determined. The main result of the study is the development of a hierarchical system of principles, including target, content-functional, adaptive-methodological levels. The communicative orientation, as shown in the article, determines the general logic of selection and functionality. Integration of language, speech and culture, authenticity, and relevance regulate the characteristics of the content. Targeting, accessibility, and gradual complication ensure that the content meets the needs of Russian students. The proposed system can be used in the development of university programs and educational materials in the Chinese language.