Features of using smart technologies in teaching Chinese to future linguists

Statement of the problem. Smart technologies are gaining popularity in the educational process, especially after the start of the coronavirus pandemic. The purpose of the article is to analyze in detail the specifics of smart technologies use in Chinese language classes for linguistic students. A review of the scientific literature showed that the problems of using smart technologies in the educational process are the subject of research by many Russian and international scientists (N.N. Vlasova, E.N. Kolpachkova, N.A. Somkina, M.A.A. Alsheikhidris, Li Z., etc.). Methodology. The materials of the study were Russian and foreign theoretical sources and the results of a sociological survey. Accordingly, the methods that were chosen for conducting this study are an analysis of theoretical sources and a sociological survey. Research results. The results of theoretical sources’ analysis have demonstrated the advantages and disadvantages of smart technologies in teaching Chinese. In addition, a blended learning model was presented, which combines the advantages of smart technologies and a traditional learning format. According to the sociological survey, smart technologies are the easiest way to learn Chinese grammar, hieroglyphics and reading. As for Chinese phonetics and speaking, these aspects are most difficult to study by students specializing in Linguistics. Conclusion. Conclusions drawn from the results of the article were summarized, as well as the authors’ contribution to the issues under consideration, which lies in the fact that the authors not only studied theoretical sources, but also developed and conducted a sociological survey, the results of which can be quite useful in teaching Chinese to linguistic students using smart technologies.