An ethnocentric model of linguistic and cultural adaptation of Chinese students at the stage of pre-university teaching of Russian as a foreign language: traditional and non-traditional teaching formats

The aim of the study is to identify the possibilities of applying the ethnocentric model of teaching Russian as a foreign language (RFL) to Chinese students from the perspective of linguistic and cultural adaptation at the stage of pre-university education. The article analyzes the experience of ethnocentric RFL education at the Higher School of Russian Philology of the Institute of Linguistics and Intercultural Communication of the Pacific National University. The scientific novelty lies in an integrated approach to considering the ethnocentric model of teaching Chinese students in different formats of educational activities. As a result, the importance of the ethnocentric model of linguistic and cultural adaptation in teaching Russian as a foreign language to the Chinese contingent of students is revealed and methodological recommendations for teachers on the introduction of an ethnocentric model of teaching RFL to Chinese students from the perspective of linguistic and cultural adaptation in traditional and non-traditional teaching formats are developed. Non-traditional teaching formats include a variety of forms and methods of teaching that differ from traditional teaching methods (conference lessons, concert lessons, interactive lectures, etc.).