China
UDC 37
The aim of this study is to analyze the psycholinguistic factors influencing the acquisition of Russian as a foreign language and to develop methodological recommendations for the formation of lexical and grammatical skills of Chinese students. The article examines cognitive difficulties caused by structural differences between the isolating Chinese and inflectional Russian languages, including native language interference, features of acquisition of grammatical categories (gender, case, tense) and the role of attention and memory in processing language structures. Particular attention is paid to the conflict of cognitive strategies associated with differences in graphic systems and methods of information processing. Based on the provisions of psycholinguistics and cognitive psychology, methodological solutions are proposed: visualization of grammatical material, contextualization of vocabulary and consideration of cultural factors. As a result, the importance of integrating a psycholinguistic approach into teaching Russian as a foreign language is emphasized in order to optimize the cognitive load and overcome language interference.
psycholinguistics, lexical and grammatical skills, Chinese students, language interference, cognitive processes
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