Criteria for the selection of precedent phenomena for use in teaching

Abstract

The article is devoted to the development of scientifically substantiated criteria for the selection of precedent phenomena for use in teaching Russian to Chinese philology students. Based on an interdisciplinary approach that integrates the provisions of linguacultural studies, psycholinguistics and methods of teaching Russian as a foreign language, five key criteria are identified and systematized: cultural relevance, linguistic significance, compliance with the level of linguistic competence, frequency of use and the presence of intercultural analogues. Practical mechanisms for integrating the selected units into the educational process are proposed, including the use of corpus technologies, cross-cultural analysis, contextualization in educational situations and multimodal presentation formats. It is emphasized that systematic work with precedent phenomena contributes not only to the development of language skills, but also to the formation of intercultural communicative competence and secondary linguistic personality of students.