Theoretical and methodological research of multimodal teaching of Russian as a foreign language at the initial stage (A1-A2) in the Chinese educational context

since the introduction of multimodal theory in China at the beginning of the 21st century, the scientific literature in this field has grown like bamboo shoots after rain. Mature practical systems have developed in the fields of teaching English and Chinese as a foreign language, while in the field of Russian as a foreign language, research is still in its infancy. This article examines the principles of modality and the limiting factors of multimodal grammar teaching at the initial stage of RFL, which is aimed at filling this gap. By analyzing the application of multimodal theory in teaching RFL-A1 grammar, an effective pedagogical model is proposed. Firstly, the article will provide detailed principles for selecting multimodal symbols, which are based on the basic requirements of language teaching and the cognitive characteristics of students, so that the selected symbols can meet the teaching and learning objectives and effectively stimulate students' interest and participation. Secondly, the article will discuss the limitations of selecting multimodal symbols, including teaching resources, technological conditions, and individual differences among students, in order to provide teachers with useful guidance for their practical work.

Russian as a foreign language, multimodal learning, Chinese educational context, initial stage, A1-A2, communicative competence, linguodidactics, teaching methods, multimedia technologies, sociocultural competence