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SOURCE:   Philology. Theory & Practice. Tambov: Gramota, 2020. № 3. P. 300-305.
SCIENTIFIC AREA: Pedagogical Sciences
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https://doi.org/10.30853/filnauki.2020.3.62

Comparative Conceptology as a Means to Form the Chinese Students-Philologists’ Linguo-Culturological Competence (by the Material of Literary Text)

Litovkina Anna Mikhailovna, Makarova Emiliya Aleksandrovna
Baikal State University


Submitted: 03.12.2019.
Abstract. The article justifies relevance of the comparative linguo-cognitive approach when teaching the analysis and interpretation of the Russian-language literary text to foreign students. Literary text due to its communicative nature can be considered as a form of intercultural communication, since a dialogue between a writer and a foreign reader is eventually a dialogue of two cultures. The authors propose a system of teaching artistic concepts to foreign students, which includes the comparative analysis of analogous concepts in different linguo-cultures, lexical representation of a concept in literary text and linguo-culturological commentary.
Key words and phrases: методика русского языка как иностранного (РКИ), компетентностный подход, лингвокультурологическая компетенция, концепт, сопоставительная концептология, интерференция, художественный текст, межкультурная коммуникация, культурная коннотация, лингвокультурологический комментарий, methodology of teaching Russian as a foreign language, competence-based approach, linguo-culturological competence, concept, comparative conceptology, interference, literary text, intercultural communication, cultural connotation, linguo-culturological commentary.
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