Psycholinguistic aspects of the formation of lexical and grammatical skills in Chinese students when studying the Russian language

the aim of this study is to investigate the formation of lexical and grammatical skills of Chinese students speaking Russian as a foreign language from a psycholinguistic point of view. The study focuses on the typological differences between the Chinese and Russian languages that lead to interference: the absence of inflections, a different system of expressing grammatical meanings, and differences in writing. The cognitive difficulties that Chinese students encounter in the process of mastering grammatical categories (gender, case, tense) and the influence of such factors as attention, memory, and methods of information processing are analyzed. Special attention is paid to the cultural and linguistic background of students. Based on the data of psycholinguistics and cognitive psychology, methodological approaches aimed at reducing the cognitive load are proposed: visualization of grammar, contextualization of vocabulary, use of intercultural parallels. The practical significance lies in the development of teaching strategies that take into account the characteristics of Chinese students, which contributes to a more successful mastery of the Russian language and an increase in their communicative competence.

psycholinguistics, lexical and grammatical skills, Chinese students, language interference, cognitive processes