THREE-STAGE SYSTEM OF TEACHING CHINESE STUDENTS DISCOURSE WORDS IN RUSSIAN LANGUAGE

The article explores the issue of teaching Chinese students discourse markers in the Russian language. It discusses the linguistic and methodological challenges associated with the ambiguous and context-dependent nature of these markers. The research is based on the data from the Russian National Corpus and the Big Chinese-Russian Dictionary, with the effectiveness of the proposed approach confirmed by a pedagogical experiment involving 100 students. The hypothesis of the study is that teaching discourse markers would be effective if a three-stage system was used, which gradually builds the ability to understand and use these words in speech. The system is designed for Chinese audiences, and is based on a progressive approach to developing skills of understanding and using discourse markers. The article provides examples of exercises for each stage, highlighting the importance of following a step-by-step approach to overcoming the difficulties associated with the ambiguous nature of discourse words. The correlation between the stages of the system and the levels of Russian proficiency demonstrates the effectiveness of this methodology in teaching Chinese students' vocabulary. These methods aim to enhance students' communicative competence and improve their ability to communicate in Russian effectively. The effectiveness of the proposed training system is confirmed by the results of a pedagogical experiment.