Cultivating communicative competence in Chinese students learning Russian as a foreign language: Methods and forms

The research aims to identify the most productive methods that contribute to the formation of communicative competence in Chinese students learning Russian. The paper examines the advantages and disadvantages of the grammar-translation, conscious-comparative, conscious-practical, and communicative methods and presents the author’s perspective on the concept of communicative competence. The scientific novelty of the research lies in the fact that the formation of communicative competence in Chinese students occurs through their participation in quasi-professional situations, approximating the students’ future professional activities, based on the conscious-practical method. This method allows for an adequate combination of theoretical knowledge with acquired skills and abilities in practical speech activities. The research resulted in a set of practical exercises aimed at promoting speech activities to cultivate communicative competence in Chinese students learning Russian.