Organizational and Methodological Aspects of Teaching Listening Skills to Philology Students Studying Russian as a Foreign Language

Aim. To conduct a comprehensive analysis of the organizational and methodological aspects of teaching Russian as a foreign language (RFL) listening skills at the beginner level in Chinese universities. A survey of teachers was conducted in order to identify existing problems and determine promising directions for improving this process. Research methods. This study is based on a comprehensive approach that integrates the principles of communicative and activity-based approaches, while also considering the psycholinguistic and methodological aspects of teaching Russian as a foreign language (RFL) listening skills. The principles of a systemic approach and the theory of learning activity were also applied. The methods used included a questionnaire survey of teachers and quantitative and qualitative analysis of the obtained data. Results. The conducted research revealed the predominance of audiovisual methods and combined exercises in the practice of teaching Russian as a foreign language (RFL) listening skills in Chinese universities. Furthermore, the study identified problems related to insufficient methodological support, limited resources, students’ weak language proficiency, and the incomplete utilization of extracurricular activities. Theoretical and/or practical significance. The theoretical and practical significance of the study lies in its contribution to the methodology of teaching Russian as a foreign language (RFL), deepening the understanding of the specifics of teaching listening skills at the beginner level in Chinese universities, and determining the influence of linguistic, methodological, and psychological factors on the effectiveness of this process. The work contributes to the development of the concept of an integrated approach to teaching, emphasizing the importance of integrating modern technologies, multimedia and authentic resources, as well as the active use of extracurricular work. The research expands the theoretical base of linguodidactics, supplementing its provisions on the influence of a foreign language environment, the necessity of using authentic materials, and the implementation of modern interactive methods. The practical significance lies in the possibility of applying the data obtained to develop methodological recommendations, adapt educational materials, create a resource base, optimize the educational process, and provide methodological support for teachers, contributing to improving the quality of RFL listening skills instruction in the Chinese foreign language environment. Conclusions. The results emphasize the need for creating a resource and extra tasks library, implementing modern technologies, and enhancing teacher training to ensure effective RFL listening skills instruction. To address the identified problems, a comprehensive approach is necessary, combining modern teaching methods and authentic materials.