The subject of the research is the actualization of Russian paremias as precedent units in the speech of Chinese students studying at Russian universities and possessing Russian language skills at levels B1–B2. The focus is not on "knowledge of proverbs" as a fact of vocabulary awareness, but rather on their transition from the receptive layer (recognition and general understanding) to the sphere of self-reporting use, that is, to the working repertoire of the speaker. Paremias are considered as genre-marked formulas that perform a generalizing and evaluative function in communication and are therefore especially sensitive to appropriateness: to the style of communication, distance, and expected reaction of the addressee. The study describes which forms of mastering paremias are consistently manifested in the Chinese audience and where the gap arises between what the student "understands" and what they are actually ready to reproduce in their own speech. A survey of 150 Chinese students (B1–B2) was conducted on 20 paremias using a three-point scale of "don’t know / understand / use"; the difference in the proportions of "understand" and "use" was calculated as an indicator of the gap between reception and reproducibility. The scientific novelty of the work lies in the fact that the actualization of paremias in the Chinese audience is described not through a list of "known proverbs" or a general reference to background knowledge, but through profiles of the distribution of responses "don’t know / understand / use" and through the quantitatively measurable distance between understanding and use. This approach allows us to empirically see that the main "bottleneck" for paremias is not only semantic accessibility, but also the genre load of the proverb as a form of generalization and evaluation: even with understanding, the overall meaning does not guarantee readiness to use the formula if it is perceived as too "binding" in tone or role of the speaker. The conclusions show that the paremias in the speech of Chinese students demonstrate different trajectories of acquisition: some units remain predominantly receptive, while others more easily transition to use when their everyday context of application is clear and the communicative effect is predictable. This creates a basis for further explanation of the factors of appropriateness that regulate the inclusion of paremias in the active lexicon.
Nuerpulati Yeerbaota (Sun,) studied this question.