National thinking as a cognitive factor in the development of RFLby Chinese students: linguistic and cultural aspect and principles of learning

this paper is devoted to the problem of national and cultural specifics of teaching Russian to Chinese students, in the process of which the connection between the language being studied and the national thinking of not only the Russian, but also the Chinese people is revealed. For Chinese students, whose language and cognitive systems are radically different from the Russian system, achieving linguistic and cultural competence is fraught with special difficulties that go beyond purely linguistic errors. National thinking, understood as a historically formed, culturally conditioned way of perception, categorization and understanding of the world by a group of native speakers of a particular language, acts as a key cognitive filter through which a Chinese student perceives the Russian language and culture. Ignoring this factor leads not only to a superficial command of the language, but also to deep communication failures, misunderstanding of cultural connotations, pragmatic norms and value attitudes of native Russian speakers. The problem is compounded by the fact that many mistakes made by Chinese students due to differences in national thinking are often interpreted by teachers as a result of insufficient language practice, rather than as a manifestation of deep cognitive and cultural differences. Thus, taking into account such a cognitive factor as national thinking becomes an imperative for improving the effectiveness of teaching RCT to Chinese audiences and achieving genuine mutual understanding in intercultural dialogue.

linguistic worldview, national mentality, national thinking, Russian as a foreign language, cognitive approach