Психолого-педагогические аспекты формирования вторичной языковой личности у китайских студентов средствами русской топонимики

Yimeng Song

doi:10.25726/u8170-7712-6763-n

Authors

Yimeng Song Herzen State Pedagogical University of Russia, 191186, Saint Petersburg, Moika River Embankment, 48

DOI: 10.25726/u8170-7712-6763-n EDN: KDMRWN

How to cite

GOST Song Y. Psychological and pedagogical aspects of the formation of secondary language personality in Chinese students by means of Russian toponymy // Education Management Review. 2026. Vol. 16. No. 6. P. 263-272. DOI: 10.25726/u8170-7712-6763-n

APA Song, Y. (2026). Psychological and pedagogical aspects of the formation of secondary language personality in Chinese students by means of Russian toponymy. Education Management Review, 16(6), 263-272. https://doi.org/10.25726/u8170-7712-6763-n

Abstract

The article provides a comprehensive analysis of the psychological and pedagogical aspects of forming a secondary linguistic personality in Chinese students while teaching Russian as a foreign language through the use of toponymic vocabulary. The relevance of the study is determined by the need for theoretical understanding and methodological systematization of working with toponymic material, aimed not only at expanding vocabulary but also at students' comprehension of the conceptual worldview of native speakers. Based on an analysis of contemporary scientific publications, the work examines the ethnopsychological and linguomethodological characteristics of the Chinese contingent, identifies difficulties encountered in mastering the Russian language, and substantiates the potential of Russian toponymy as a means integrating linguistic, cultural, and psychological content of education. The main psychological and pedagogical functions of toponymic vocabulary influencing the verbal-semantic, thesaurus, and motivational levels of the linguistic personality are revealed. Methodological conditions for the effective implementation of this potential when working with a Chinese audience are determined, including reliance on students' ethnopsychological characteristics, phasing in the introduction of material, integration of toponyms into authentic texts and communicative situations, use of interactive technologies, and careful selection of units based on criteria of cultural and communicative value. It is concluded that purposeful work with Russian toponymy contributes not only to overcoming language interference but also to successful sociocultural adaptation, the formation of intercultural competence, and the development of the Chinese student's secondary linguistic personality as a cultural mediator.

Keywords

secondary linguistic personality Chinese students Russian as a foreign language toponymic vocabulary psychological and pedagogical aspects intercultural communication linguocultural adaptation

Funding

The authors did not declare any external funding for this research.

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Psychological and pedagogical aspects of the formation of secondary language personality in Chinese students by means of Russian toponymy

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