Detective Animation in Teaching Russian as a Foreign Language to Korean Students: A Linguodidactic Perspective

The article examines the use of detective animation in teaching Russian as a foreign language to Korean students, based on Yuri Koval’s novella The Adventures of Vasya Kurolesov and its animated adaptation. The aim of the study is to identify linguistic, pragmatic, and audiovisual means that can be used to develop students’ linguopragmatic competence. The analysis focuses on intonation patterns, colloquial and substandard vocabulary, phraseological units, elements of criminal jargon, and official and administrative formulas. These units not only characterize the speech of the characters but also help reveal their social roles, emotional states, relationships, and hidden communicative intentions. Special attention is paid to the ethno-oriented approach. The Korean concepts of 눈치 (nunchi) and 체면 (chemyeon) are used as auxiliary methodological guidelines in the analysis of context, status relations, trust, deception, speech masks, the preservation of social face, and the discrepancy between the literal meaning of an utterance and the speaker’s intention. This framework makes it possible to connect the interpretation of Russian literary discourse with the communicative and cultural experience of Korean learners. The proposed system of exercises is organized according to types of linguistic material rather than the traditional sequence of pre-viewing, while-viewing, and post-viewing stages. The exercises provide a gradual transition from recognizing linguistic form and determining its contextual meaning to identifying its pragmatic function, conducting intercultural comparison, and independently interpreting the characters’ speech behavior. The analysis makes it possible to regard the animated detective story as a promising resource for the integrated development of Korean students’ listening, stylistic, sociolinguistic, and interpretive skills. Joint work with the literary text and its screen adaptation helps learners correlate linguistic form with intonation, visual context, and communicative situation, as well as recognize speech registers, evaluative nuances, and implicit meanings in the literary work.