Russian Language StudiesRussian Language StudiesРусистика2618-81632618-8171Peoples’ Friendship University of Russia named after Patrice Lumumba3526710.22363/2618-8163-2023-21-2-148-162AKVVSYMediadidactics and electronic means of instructionМедиадидактика и электронные средства обученияResearch ArticleThe communicative environment of a synchronous online Russian lesson in Chinese groupsФормирование коммуникативной среды синхронного онлайн-урока по русскому языку в китайских группахhttps://orcid.org/0000-0002-9893-9846LebedevaMaria Yu.ЛебедеваМария Юрьевна

Candidate of Philology, Head of the Laboratory of Cognitive and Linguistic Research

кандидат филологических наук, заведующая лабораторией когнитивных и лингвистических исследований

mylebedeva@pushkin.institutehttps://orcid.org/0000-0002-5188-7268WuDoУДо

M.A. in Philology, senior lecturer

магистр филологических наук, старший преподаватель, Институт русского языка

254937816@qq.comPushkin State Russian Language InstituteГосударственный институт русского языка имени А.С. ПушкинаSichuan University of Foreign LanguagesСычуаньский университет иностранных языков30062023212Digital Technologies in Russian Language Teaching: Current State and ProspectsЦифровые технологии в обучении русскому языку: современное состояние и перспективы14816206072023Copyright ©; 2023, Lebedeva M.Y., Wu D.Copyright ©; 2023, Лебедева М.Ю., У Д.2023Lebedeva M.Y., Wu D.Лебедева М.Ю., У Д.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/russian-language-studies/article/view/35267

The communicative approach to teaching Russian as a foreign language (RFL) implies that the main goal - the acquisition of communication skills - can only be achieved in a stimulative communicative environment. Meanwhile, the online format, which is currently becoming popular, is characterized by limited interaction between the participants of the educational process. Thus, the problem of developing methodological foundations for a productive communicative environment in the process of online teaching is becoming acute for the methodology of teaching RFL. The aim of this study is to describe the features of educational communication, determined by Chinese cultural and educational traditions, on the material of monolingual groups from China studying Russian in Russian universities, and to develop a methodological framework for creating a productive communicative environment for synchronous RFL online lessons, considering the specifics of students' communicative behavior. The study material included 10 synchronous online RFL lessons with a total duration of 15 hours and 51 minutes. Monolingual groups of Chinese students (A2-B2) participated in the lessons. A content analysis method using Atlas.ti software was applied to process the results. Coding was based on a deductive approach with elements of inductive approach; the coding system was based on the category of social presence, operationalized and adapted to the specifics of RFL learning. The prevalence of several communication behavior patterns among Chinese students, which conflict with the current methodological principles, was shown. At the same time, deviations from conventional behavior of Chinese students at the analyzed RFL classes were observed. This suggested that despite the strong influence of cultural attitudes, the parameters of the communicative environment of an online lesson may vary depending on the teacher's efforts. It is argued that the formation of communicative environment of a synchronous online RFL lesson requires that the teacher possesses the ability to manage the interactivity of communication, to form an atmosphere of cooperation and cohesion in the online group, to maintain emotionality of online communication. The study contributes to the development of digital language teaching, forming a scientific basis for creating methodological technologies of a productive educational environment in RFL online teaching.

Коммуникативный подход к обучению русскому языку как иностранному (РКИ) предполагает, что основная цель - приобретение навыков общения на русском языке - может быть достигнута только в условиях благоприятной коммуникативной среды. Между тем онлайн-формат, получивший значительное распространение в настоящее время, характеризуется ограниченным взаимодействием участников учебного процесса. Таким образом, остро встает проблема разработки методических основ формирования продуктивной коммуникативной среды в процессе онлайн-обучения. Цель исследования - рассмотрение особенностей учебной коммуникации по русскому языку в китайских группах и разработка методических основ создания продуктивной коммуникативной среды на синхронных онлайн-уроках с учетом специфики поведения учащихся. Материалом исследования послужили 10 синхронных онлайн-уроков по РКИ общей продолжительностью 15 ч 51 мин. В занятиях принимали участие группы китайских учащихся (А2-В2). Для обработки результатов применялся метод контент-анализа с помощью программного обеспечения Atlas.ti. Кодирование проводилось на основе дедуктивного подхода с элементами индуктивного подхода; в основу системы кодирования положена категория социального присутствия, операционализированная и адаптированная под специфику обучения РКИ. Показано преобладание у китайских учащихся ряда коммуникативно-поведенческих паттернов в учебном общении, которые вступают в противоречие с актуальными методическими принципами. Выявлено, что несмотря на сильное влияние национальных культурных установок, параметры коммуникативной среды онлайн-урока по русскому языку могут варьироваться в зависимости от усилий преподавателя. Выдвигается положение о том, что формирование коммуникативной среды синхронного онлайн-урока по РКИ требует от преподавателя умения управлять интерактивностью коммуникации, формировать атмосферу сотрудничества и сплоченности онлайн-группы, поддерживать эмоциональность онлайн-коммуникации. Исследование вносит вклад в развитие цифровой лингводидактики РКИ, создавая научную основу для разработки методических приемов и технологий проектирования продуктивной образовательной среды в онлайн-обучении РКИ.

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