A study of methods for teaching Russian phraseological units in business Russian to Chinese students

this article examines the integration of Russian phraseological units into a business Russian course for Chinese students. The relevance of this study lies in the fact that phraseological proficiency is a key factor in achieving communicative adequacy and professional integration into the Russian-speaking business environment. The aim of this study is to develop, test, and evaluate the effectiveness of a methodological model aimed at developing skills in recognizing and correctly using phraseological units in professionally relevant situations. The study utilized a combination of methods, including literature review, a pedagogical experiment, testing, and statistical data processing. The proposed model is based on the principles of functionality, contextuality, and intercultural awareness, contrasting it with the traditional lexicographic approach. The model includes presentation, activation, and control stages, each incorporating specific techniques such as the analysis of authentic documents and case studies. The results of a pedagogical experiment conducted with 40 Chinese students revealed a statistically significant increase in the correct use of target phraseological units by 42% in the experimental group compared to the control group, which received instruction using the traditional method. It is concluded that targeted instruction in business phraseology using the proposed model not only enriches students' vocabulary but also contributes to the development of their linguistic and sociocultural competence, enabling them to conduct negotiations and business correspondence at a level acceptable in the Russian business environment.

business Russian, Russian phraseological units, Chinese students, teaching methods, intercultural business communication, linguistic and sociocultural competence, functional approach, pedagogical experiment