Teaching Chinese students in Russian universities with account of interpersonal relationship features

Statement of the problem. This article examines the low academic performance of Chinese students in Russian universities, linking it to the specific nature of their traditional interpersonal relationships. The purpose of the article. The study aims to analyze the characteristics of Chinese studentsэ interpersonal and learning interactions to identify the causes of their low learning motivation and to propose relevant teaching strategies for RFL instructors. Methodology (materials and methods). The research is based on analysis of literature in pedagogy and RFL methodology, combined with a synthesis of the author’s teaching experience with Chinese students at RUDN University. Research results. Key learning behavior traits were identified–communicative passivity, avoidance of intercultural contact, and a distinct view of a teacher’s role–which directly affect academic outcomes. A phased teaching methodology was developed to address these specific characteristics. Conclusion. Effectively addressing the academic inertia of Chinese students requires instructors to understand their culturally-rooted behavior and adapt teaching strategies accordingly. Implementing a stage-sensitive, differentiated methodology can significantly improve learning outcomes.