Considering the Specifics of Chinese Students When Teaching the Prepositional Case System of the Russian Language

The article explores the issue of teaching the prepositional‑case system of the Russian language to Chinese students at the A1–A2 levels, taking into account four identified stable psycholinguistic profiles of Chinese learners and the typological distance between the inflectional Russian language and the isolating Chinese language. Based on a comparative analysis of grammatical systems, diagnostic testing, analysis of spontaneous speech (monologue), questionnaires, and cluster analysis, four stable psycholinguistic profiles of Chinese learners have been identified. These profiles cannot be reduced to the traditional “strong – average – weak student” gradation. The novelty of the study lies in the fact that, for the first time, a comprehensive set of methodological strategies for educators is proposed for these four distinct stable profiles of Chinese students. This includes the development of varied tasks and teaching techniques tailored to the students’ psycholinguistic profiles, reliance on ready-made speech patterns, systematic practice with a gradual increase in complexity, and the development of self-monitoring and peer-monitoring skills. This approach significantly expands the understanding of the heterogeneity within groups of Chinese students and contributes to the individualization of teaching Russian as a foreign language.