Multidimensional analysis of approaches to teaching business Russian to Chinese students

with the deepening of the Belt and Road Initiative, teaching business Russian has become a crucial task, namely to train multidisciplinary specialists in their field. The aim of this study is to develop multifaceted approaches to teaching business Russian that combine language, professional knowledge, and cultural studies based on the principles of outcome-based education (OBE). Through the innovative use of task-based learning, scenario modeling, and blended learning methods, the study explores effective approaches to teaching business Russian in the context of the Chinese education system. The study found that curricula focused on solving real-world business problems significantly improve Chinese students' ability to engage in “flexible speech acts”. At the same time, the blended learning model within SPOC effectively combines online and offline resources, eliminating the shortcomings of traditional approaches to teaching related to the practical application of knowledge. According to the results of the training practice, the use of these approaches has led to significant improvements in Chinese students' proficiency in applied business Russian, intercultural communication skills, and professional competence. In the future, business Russian language training should be aimed at further strengthening the use of intellectual technologies, deepening cooperation mechanisms between universities and enterprises, and improving multidimensional assessment systems to better meet the changing requirements of Chinese-Russian economic and trade cooperation.

approaches, Teaching Business Russian (TBR), OBE, Chinese students (CS), blended learning, intercultural communication, concept of education, written speech