Comparative analysis of educational programs in Russian as a foreign language in Russia and in China

Statement of the problem. The article is devoted to a comparative analysis of educational programs in the Russian language at universities in China and Russia on the example of the Chinese “Curriculum for the Russian language for higher educational institutions” (2012) and the Russian “Linguodidactic program in Russian as a foreign language. Elementary level (A1). Basic level (A2). The first certification level (B1)” (2017). The main sections of the curriculum, related to the description of the goals and content of training, act as a guideline for both teachers and authors of textbooks. At the same time, Russian language curricula aimed at Chinese students at universities in Russia and China differ in their content. The purpose of the article is to compare the goals and content of teaching Russian to Chinese students in China and Russia. Methodology (material and methods). The material of the research was the Chinese “Curriculum for the Russian language for higher educational institutions” published by the Publishing House for Research and Teaching Foreign Languages of China and the “Linguodidactic Program in Russian as a Foreign Language. Elementary level (A1). Basic level (A2). First certification level (B1)”. In the course of the study, the method of comparative analysis was used. Research results. The study revealed the similarities and differences in the goals and content of teaching aspects of the language and types of speech activity for Chinese students in two countries, an attempt was made to explain these similarities and differences. The research results can be used in teaching Russian to Chinese students. Conclusion. It has been established that the difficulties experienced by Chinese students in the study of the Russian language in Russian universities are not only subjective, but also objective. They are conditioned by the conditions of education (in the linguistic environment or outside it) and different linguodidactic traditions. This is revealed in the course of the analysis of the curriculum aimed at Chinese students studying Russian language: the authors of the Chinese program focus on teaching grammar and writing, while the authors of the Russian program emphasize on teaching oral speech.