DOI: 
http://dx.doi.org/10.15293/1813-4718.2402.11
UDC: 
378.14
Pavlova Natalia V.
Assoc. Prof. of the Department of Vocal Art and Opera Training, Moscow State Institute of Music named after A. G. Schnittke, neptun67@list.ru, Moscow

Professional Training of future Chinese Specialists in the Educational space of a Russian university: Phonation-Phonetic Knowledge, Skills and Abilities

Abstract: 
In the conditions of modern international cooperation, the importance of the Russian language in the global geographical space is growing and expanding. Today, the Russian language is becoming one of the main foreign languages studied in world culture in general and in the Chinese educational space in particular. To develop full-fledged and mutually beneficial relations between Russia and China, the need for Chinese specialists who speak Russian has increased. Russian and Chinese languages belong to different language groups: Russian belongs to the Slavic languages of the Indo-European language group, and Chinese belongs to the Sino-Tibetan language group, therefore, the Chinese, when mastering Russian sound formation, assume difficulties associated, for example, with stress in words, with pronouncing voiced consonants, with intonation in a sentence, etc. The first difficulty that future Chinese specialists face at a Russian university is a lack of understanding of oral Russian speech and the lack of developed pronunciation skills related to the perception and production of Russian words. The purpose of the article is to show the importance of phonation-phonetic knowledge, skills and abilities of the Russian language for the professional training of future Chinese specialists in the educational space of a Russian university. Methodology. The article is based on the study of works (V. I. Zagvyazinsky, G. K. Parinova, V. A. Slastenin, etc.) that define the general theoretical provisions of professional training (L. B. Dmitriev, N. I. Zhinkin, I. A. Zimnyaya, etc.), forming knowledge about speech and vocal training, as well as methodological research (Xing Zhao, Zhang Xiaohui, etc.) on the training of future Chinese specialists in Russian. Conclusion. Phonation-phonetic knowledge, skills and abilities in Russian not only contribute to the effectiveness of professional training of future Chinese specialists in the educational space of a Russian university, but also increase the level of phonation-phonetic competence in general.
Keywords: 
Russian language; Chinese; phonetics; phonation; professional training; future Chinese specialists
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