АННОТАЦИяСтатья посвящена проблеме обучения китайских студентов гуманитарного профиля русской политической речи (I сертификационный уровень). В качестве примера в работе представлены части авторских уроков: словарь политической лексики с переводом на китайский язык, текст, послетекстовые упражнения, направленные на развитие лексических и грамматических навыков учащихся; даны практические рекомендации по работе над политической речью на занятиях по РКИ 1 в аудитории китайских обучающихся. Практическая значимость работы заключается в возможности применения предлагаемой национально ориентированной методики, практических рекомендаций в процессе преподавания политической речи в курсе РКИ китайским студентам I ТРКИ 2 . Доказано, что перевод лексического значения слова является ведущим приемом при обучении китайских учащихся русскому словарю, а создание национально ориентированных учебников по политической лексике русского языка для китайских студентов значительно повысит результативность обучения. Ключевые слова: РКИ; обучение китайских студентов; политическая речь; лексика; трудности обучения; национально ориентированная методика; перевод; профессиональная компетенция филолога 1 Русский язык как иностранный. 2 Международный экзамен на определение уровня владения русским языком.

The aim of the research is to identify intensional meanings realised in a scientific text at the level of mental performatives and assertive speech acts and to determine the theoretical significance of the notion of “intensionality”. Scientific novelty of the research lies in developing an algorithm for identifying intensional meanings in a scientific text, as well as in studying the implementation of intensional meanings at the level of mental performatives and assertive speech acts. As a result, it has been proved that in a scientific text, the intensional meaning is expressed via utterances with mental performatives in which an intellectual impact on reality is realised. In addition, the intensional meaning is expressed in the illocutionary power of assertive speech acts (in a message, statement or when informing the addressee of the utterance). In addition to the illocutionary power of assertive speech acts, their intensionality is realised in the epistemic modality of assertive speech acts, which conveys the author’s knowledge, faith or trust in what is reported in the scientific text. As a result, it has been proved that the expression of intensional meanings depends on the study of the meaning of linguistic units in various aspects, in which the role of the speaker occupies the central place.

The study proves that the prefixal method is the main way of forming adverbs of manner in the Old Russian language. The teaching of language historians about the formation of Old Russian adverbs is based on a stable idea about the ongoing or incomplete adverbialization of prepositional-substantive or prepositional-attributive combinations. This viewpoint on adverbs affected the historical coverage of this part of speech not only in academic research but also in educational literature. Adverbs of manner, which are integral grammatical and lexical components of the Russian language, have not yet been a research subject.

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The current reality has challenged higher education globally. With border closure and distancing, provoked by the COVID-19 pandemic, the paradigm of internationalization in higher education has considerably altered the way and scale of incorporating intercultural and international components into the academic agenda. The curriculum of the foreign language field at non-linguistic higher education institutions has always been positioned distinctively apart within the context of internationalization. This study is focused on the key changes that the internationalization of educational programs for foreign languages has undergone in the COVID-19 and post-pandemic periods. The paper analyzes and systematizes scientific works on internationalization, and also uses a comparative-analytical method to describe approaches to implement the internationalization of language programs. As a result of the study, the key characteristics of the internationalization of higher education in the pre-COVID, COVID, and post-COVID situations are summarized. The pre-COVID opposition of physical mobility vs internalization at home has been smoothed out by virtual format in the COVID period. In the post-COVID era, the changes have resulted in greater flexibility and diversity in teaching, learning, professional collaboration, and development through and/or physical, virtual, online, and/or digital delivery, hybrid forms of introducing an international and intercultural component into programs; reduction of the duration of mobility programs in favor of their effectiveness.