Peculiarities of memorizing Russian color names through associative techniques in Chinese learners

the article focuses on the specific features of memorizing 12 Russian color names using associative prompts in educational practice for a Chinese audience. It provides a detailed description of the main stages involved in developing the methodology: collecting empirical data in the form of associations in the Chinese language related to colors; encoding Russian color names based on their phonetic similarity to the Chinese associations; translating the associations and visualizing them as educational materials; introducing Russian color names alongside their associations in various formats; and designing a comprehensive set of exercises. The uniqueness of the proposed methodology lies in its consideration of the psychology of modern students, their cognitive styles, and specific attention-related features, such as rapid shifts in focus. The approach’s effectiveness is enhanced by its cultural adaptation: the empirical data were gathered from respondents belonging to the same demographic group as the learners. Furthermore, the methodology accounts for individual differences in perception types. To this end, a set of exercises has been developed that engages all sensory channels–visual, auditory, and kinesthetic. The exercises are based on the principles of recognition, comprehension, and practical application of Russian color names in textual, auditory, and visual formats, integrating all forms of language activity.

Russian as a foreign language, associative thinking, suggestive associations method, colors, nationally-oriented teaching, Chinese audience