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with a central part and periphery. Nuclear units do not contain additional meanings, are used in direct meaning with a lesser degree of dependence on the context, and do not cause any difficulty in understanding their significance by foreigners. PU, loaded with additional semes and largely emotions, belong to the peripheral zone of the microfield. Understanding their meaning needs to be translated not only from one language to another, but also within one language, as they contain the national universality of the semantic expression.

The nucleus of the microfield includes stylistically neutral PU, and does not contain differential signs that can affect the intensity of the emotional state. There are PU, having an integral seme "people cannot control the feeling of love": The heart cannot be ordered [1**, p. 300]; You will not be loved by force [1**, p. 300].

Synonymous expressions pointing to different phases of a love state: Love, fire and coughing, from people cannot be hidden [3**, p. 198]; Love is not a fire, but when it starts to burn – you could not put it out [4**, p. 82]; Love is glass: if you break it – you could not stick it together [2**, p. 502] are placed in the center of the microfield, since they retain the basic idea of "non-control," but unlike nuclear units, they contain a metaphorical reinterpretation using intensifiers fire and glass, that reveal specific linguistic elements of the consciousness of native speakers.

To the near zone of the periphery, we refer to PU, characterized by stylistic neutrality, minimal dependence on the context, frequency of use in living speech, but differ from nuclear ones by the presence of some special differential semantic features and an increase in the intensity of the emotional state.

Let's turn to the proverb: Love is evil – you can even fall in love with a goat [4**, p. 82]: the understanding requires extra-linguistic commentary. From a semantic point of view, it ironically expresses the idea of "unmotivated choice of an object". Fixed in the unit differential seme goat causes certain ideas about the appearance of the animal and, at the same time, the negative quality of the person in the Russian picture of the world. To understand this PU, an appropriate background knowledge and stereotyping of the concept of the goat, fixed in the linguistic society, are necessary. In Russian culture, the images of ram, sheep, goat, ewe have negative connotations, sometimes associated with biblical subjects ("scapegoat", "lost sheep"). It is the figurative component of the PU: the goat adds to the semantic structure of the phraseological units the intensity of the expression of the emotional relationship. To this phraseosemantic group (PSG) "The unmotivated nature of the choice of an object" can add such phraseological units: Satan will appear better than a clear falcon [1**, p. 300]; When the owl fall in love, it doesn’t need a bird of paradise [1**, p. 300]; The devil seemed a berry [5**, p. 224]. Opposition images of Satan – a clear falcon, an owl – a bird of paradise, a devil – berry with a differential semantic sign determine their location in the peripheral zone.

A significant number of peripheral phraseological units express the idea of the "irrationality of love": He is crazy about her [1**, p. 298]; Love is insane [2**, p. 501]. A characteristic feature of love in the Russian paremiological representation is the loss of the ability to appreciate the object sensibly and the aberration of sight: It's not the nice one, who is good, but the one, who came to the heart [1**, p. 300]; Love can be blind – reveres a black one as a white

[2**, p. 501].

Consistently, having lost the mind, lovers can see only the positive values of the object, showing "the absolute acceptance of the beloved's personality": A loved one has no shortcomings [2**, p. 499]; One, who loves a pope, will also caresses his dog [3**, p. 197]. We attribute such phraseological units to the far peripheral zone, since they contain differential semes, which are expressing a gradation state – reactions to the "irrationality of love".

Phraseological units, which are related to the far and the extreme periphery, are multivalued ones. Most of them have bright stylistic and emotionally expressive semes. Consider polysemantic phraseological units with a negative evaluation of the first stage of love: I got stuck like a mug in a puddle [5**, p. 224]; Fell in love, like soot clung to face [5**, p. 224].

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tivated choice of the object", "the irrationality of the judgment about the object", and the "complete acceptance of the personality of the object". Moreover, the boundaries between the zones are blurred, and the components intersect with the zones of neighboring fields.

In the composition of the microfield dominate the phraseological units of the paremic type, which are typically reconsidered through the metaphor. The first in terms of metaphorical images is the group PU with somatic rethinking (heart, hand, neck, ears). The second group is the association of love with objects (potatoes, straw, glass). Equally important is the description of the sign of the lack of control over love in the minds of Russian speakers through a spontaneous metaphor (fire, snow). A vivid example is the image of "fire", which in itself is characterized by uncontrollability: Love is worse than fire: you will fill the fire with water, but love will not be appeased anything [2**, p. 502]. From the metaphorical images a unique cognitive model is extracted, the implementation of which is conditioned by the national tradition and mentality.

Conclusion.

The formed phraseosemantic field is a fragment of a coherent system of linguistic expressions, which are objectivizing the category "Sense of Man". Phraseosemantic field "Love" of polycentric type is considered as a hierarchically organized system having a branched configuration. The composition of the field includes units united by the integral seme experience a love feeling. According to the estimated relations, four subfields are distinguished in the field ("Positive", "Negative", "Neutral", and "Ambivalent attitude"). Under the subfields there may be microfields, the nucleus of which includes units expressing the main meanings of the MF, and to the periphery – units with differential semes. The definition of integral semes allows us to distinguish subfields, microfields, and phraseosemantic groups. Differential semes serve as a delineation of the nuclear and peripheral zones of the field. The blurring of boundaries and the intersection of components are characteristic in the structure of the field. This is because the PU of the field are interrelated with the components of the other fields.

In the studied phraseological units, a special role of the internal form of the components of units is noted. In differential semes, connotative and functional semes of phraseological units containing the national-cultural components and components of expressing the intensity of emotional states, closely related to the national mentality, are important intensifiers. A high state intensity is transmitted by units with a stylistically lowered register. And from the point of view of the theory of functional styles in the Russian language, in the field under study there is a great role of colloquial speech. In addition, an important moment in the structure of the phraseosemantic field is the national mentality and the way of thinking, from the point of view of which it is very effective to make comparative analysis with the help of field theory technologies.

The field approach to the study of the phraseological units allows them to be classified, systematically analyzed for their semantic features, to reveal their interrelationships within the field, and to trace the mechanism of manifestation of national-cultural marking in the Russian phraseological units. Modeling of the phraseosemantic field is an important element in the representation of Russian phraseological units as a fragment of the phraseological picture of the world. An in-depth study of the seminal composition and semantic features of the phraseological units requires a component and stylistic analysis of the phraseological units, which facilitates the structuring of the field. The application of the field model should be attributed to effective technology and methodology for teaching cultural concepts and language phenomena to foreign students.

References

[1] Vorkachev S.G. Liubov' kak lingvokul'turnyi kontsept: monografiia / S.G. Vorkachev. – M.: «Gnozis», 2007. – 188 s.

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[2]Saburova N.A. Struktura frazeosemanticheskogo polia prostranstva / N.A. Saburova

//Filologicheskie nauki. – 2002. – № 2. – S. 81-88.

[3]Popova Z.D., Sternin I.A. Ocherki po kognitivnoi lingvistike / Z.D. Popova, I.A. Sternin – Voronezh: Izd-vo Voronezh. Gos. un-ta, 2001. – 191 s.

[4]Bondarko A.V. K teorii polia v grammatike – zalog i zalogovost' (Na materiale russkogo iazyka) / A.V. Bondarko // Voprosy iazykoznaniia. – 1972. – № 3. – S. 20-35.

[5]Sternin I.A. Leksicheskoe znachenie slova v rechi: monografiia / I.A. Sternin – Voronezh: Izd-vo Voronezh. Gos. un-ta, 1985. – 133 s.

[6]Popova Z.D., Sternin I.A. Leksicheskaia sistema iazyka: Vnutrenniaia organizatsiia, kategorial'nyi apparat. 2-e izd., ispr. i dop. / Z.D. Popova, I.A. Sternin – M.: Librkom, 2009. – 172 s.

[7]Birikh A. K diakhronicheskomu analizu frazeosemanticheskikh polei / A. Birikh // Voprosy iazykoznaniia. – 1995. – № 4. – S. 14-24.

[8]Benvenist E. Obshchaia lingvistika / E. Benvenist – M.: Progress, 1974. – 448 s.

[9]Kirov E.F. K obosnovaniiu komparativnoi frazeologii / E.F. Kirov // Frazeologiia, poznanie i kul'tura: sb. dokl. 2-i Mezhd. konf. (Belgorod 7-9 sentiabria 2010) – Belgorod: BelGU, 2010. – S. 90-96.

[10]Fomina Z.E. Chelovek, prostranstvo i kul'tura v zerkale russkikh paremii / Z.E. Fomina // Nauchnyi vestnik Voronezh. gos. arkh.-stroit. un-ta. Sovremennye lingvisticheskie i metodiko-didakticheskie issledovaniia. – 2016. – vyp. 2 (30). – S. 42-59.

[11]Arsent'eva E.F. Sopostavitel'nyi analiz frazeologicheskikh edinits, semanticheski orientirovannykh na cheloveka v russkom i angliiskom iazykakh, i voprosy sozdaniia russkoangliiskogo slovaria: dis. … dokt. filol. nauk / E.F. Arsent'eva. – Kazan', 1993. – 322 s.

(vremia obrashcheniia – 17.05.2018).

Dictionaries used

[1**] Zimin V.I. Slovar'-tezaurus russkikh poslovits, pogovorok i metkikh vyrazhenii [Tekst]: bolee 22 000 poslovits, pogovorok, molvushek, prislovii, prigovorok, priskazok, zagadok, primet, draznilok, schitalok / V.I. Zimin – M.: AST-Press Shkola, cop. 2008. – 729 s.

[2**] Mokienko V.M., Nikitina T.G., Nikolaeva E.K. Bol'shoi slovar' russkikh poslovits / V.M. Mokienko, T.G. Nikitina, E.K. Nikolaeva. – M.: ZAO «OLMA Media Grupp», 2010. – 1024 s.

[3**] Zhigulev A.M. Russkie narodnye poslovitsy i pogovorki / A.M. Zhigulev – 3-e izd., ispr. i dopoln. Ustinov: Udmurtiia, 1986. – 512 s.

[4**] Zimin V.I. Russkie poslovitsy i pogovorki: Uchebnyi slovar' / Avt., S.D. Ashurova, V.N. Shanskii, Z.I. Shatalova. – M.: Shkola-Press, 1994. – 320 s.

[5**] Dal' V.I. Poslovitsy russkogo naroda: Sbornik V. Dalia. V 2-kh t. T.2. / Poslesl. V. Anikina; Khudozh. G. Klodt. – M.: Khudozh. lit., 1989. – 447 s.

[6**] Fedorov A.I. Frazeologicheskii slovar' russkogo literaturnogo iazyka: ok. 13 000 frazeologicheskikh edinits – 3-e izd., ispr. / A.I. Fedorov – M.: Astrel': ACT, 2008. – 878, [2] s.

[7**] Baranov A.N., Dobrovol'skii D.O. Frazeologicheskii ob"iasnitel'nyi slovar' russkogo iazyka / Pod red. A.N. Baranova i D.O. Dobrovol'skogo. – M.: Eksmo, 2009. – 704 s.

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Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 2 (21), 2018 ISSN 2587-8093

METHODS AND DIDACTICS

UDC 808. 2 (510)

THE RUSSIAN LANGUAGE IN CHINA: TRADITIONS AND PROSPECTS

A. Gulimire, S.I. Titkova

____________________________________________________________________________

Yili Normal University

the Xinjiang Uygur Autonomous Regin, China, teacher of the Russian department, Lomonosov Moscow State University

intern of Pedagogical studies department Abudureimu Gulimire

e-mail: 277537558@qq.com

Lomonosov Moscow State University Ph.D. in methodological science,

associate professor of Pedagogical studies department Svetlana Igorevna Titkova

e-mail: svetlana_titkova@mail.ru

____________________________________________________________________________

Problem statement. Understanding the Chinese students specifics and the use of this knowledge in the educational process is one of the most important tasks of the Russian as a foreign language methodology today. This specificity is represented by a wide range of socio-cultural, methodological and linguistic issues. This article describes the segment of the problem, which is associated with the peculiarities of the Russian language learning in China. Knowledge of these features will help teachers to work with the Chinese audience.

Results. The analysis of the situation with the Russian language in various Chinese universities has shown that although in absolute terms the number of students studying the Russian language is not high, the relative growth of the popularity of the Russian language in China is increasing. That is due to the strengthening of the RussianChinese partnership and, in this regard, the growing demand for specialists with knowledge of the Russian language.

However, it is necessary to take into account the significant difference in the organization of the educational process in our countries, which should largely determine the specifics of working with Chinese students in Russian universities. Otherwise, the absence of the usual for Chinese students' learning conditions and requirements on the part of teachers leads to a decrease in their discipline and academic performance, low activity in the classroom and a loss of interest in the subject.

Conclusion. Familiarity with the problems of Russian studies development in China described in the article can help Russian teachers to improve the quality of Chinese students’ teaching, to create an effective methodology that takes into account the usual Chinese forms of work in the classroom, clear wording of tasks and a familiar system of knowledge control.

Key words: education system, Russian as a foreign language, methodology of teaching Russian to foreigners, features of the organization of educational process, Russian studies, the Chinese language, the Chinese students specifics, efficiency and effectiveness of Chinese students teaching.

For citation: Gulimire A., Titkova S.I. The Russian Language in China: Traditions and Prospects / A. Gulimire, S.I. Titkova // Scientific Journal “Modern Linguistic and Methodical-and-didactic Researches”. – 2018. - №2 (21). – P. 48-55.

Introduction.

Due to the increasing number of Chinese students studying in Russian universities every year, there is still a pressing need to understand the specifics of this contingent in order to improve the quality of its education.

_____________________________

© Gulimire A., Titkova S.I., 2018

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The importance and complexity of this problem is an incentive for active search in this direction: special scientific and methodological conferences are organized (for example, the Russian-Chinese scientific and methodological conference "Problems of linguistics and linguodidactics in a non-linguistic University" [1]), scientific researches and methodical experiments are conducted, educational materials and manuals are created.

The specifics of the training of Chinese students is considered in a fairly large number of scientific and methodological works, which are focused on both general theoretical issues and specific linguistic difficulties, concerning the work with this audience. In our opinion, the dissertation research of E. I. Bobrysheva [2] and monograph of T. M. Balykhina and Zhao Yujiang represent the basic works in this field of knowledge [3], in which the authors consistently describe the specific features of the Chinese ethnic culture, analyze the main differences between the Chinese and the Russian language culture, identify some educational and cognitive features of Chinese students, and formulate the resulting linguistic and methodological principles of working with this audience. So, as the main ethno-cultural characteristics of a Chinese student the authors highlight their practical, far from the unnecessary complexity way of thinking, a high degree of logics objectivity, avoiding of abstract principles, the subordination of the infinite variety of situations to usual standard [3, p. 79]. Therefore, when a Russian teacher, trying to develop students' language educated guess, teaches them to understand new vocabulary based on situations, Chinese students resist such a technique and try to keep the usual methods. And this, of course, creates additional difficulties in working with them [3].

The directions declared in these works continue to be developed by other methodists who deepen and complement the statements of the above-mentioned researches.

A separate group is formed by works in the center of which there are issues of ethnocultural character. In these works, the authors expand the range of the Chinese culture distinctive features, which are essential when choosing the strategy of teaching Chinese st u- dents. For example, from M. Kozhevnikova’s point of view, it is important to take into account such characteristics of the Chinese culture as high contextuality, recognition of collective interests above individual, as well as adherence to national traditions and ethnocentricity, i.e. awareness of the special role and place of the Chinese nation in the world [4]. T. Cherkashina's works are devoted to the value of axiological component for ethnolinguodidactics. The author highlights in the Chinese national culture such features as the appeal to earthly values, the importance of customs and rituals, the equality of coexistence of three religious and ethical teachings [5]. To some cognitive peculiarities of Chinese students the attention is paid in the works of R.K. Bozhenkova and T.E. Mirzoeva, which describe eth- no-psychological features of Chinese perception and speech reproduction, conditioned by the right-hemispheric dominance of thinking [6].

Another group of works is devoted to the development of linguistic and methodological aspects of the research. On the basis of the unique specificity of the system of the Chinese language, the authors analyze the problems of Chinese learners related to the acquisition of the Russian grammar system. From our perspective the research of B. Aglicheva, who systematizes the difficulties of Chinese students in mastering the Russian language at the phonetic, lexical and grammatical levels and formulates important methodological recommendations deserves special attention in this group [7].

Another group of studies is represented by the works of a practical nature. Thus, O. Ilyina describes a system of teaching listening comprehension to advanced Chinese students through the use of videos [8]; K. Getman focuses on the methodology of working with vocabulary [9], A. Khamatova – on the difficulties of teaching morphology, which are associated with the fact that in the Chinese language the addition of words is the leading and almost the only wordformation model [10].

Speaking about the main educational and cognitive specifics of the Chinese contingent, the authors mention that Chinese students master more successfully such types of speech activi-

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ties as writing and reading, and experience difficulties in learning listening and speaking. Communication skills are also difficult for students because in China the main way of teaching Russian can be described as “formally grammatical”. In addition, it is important to take into account that for students it is quite difficult to highlight an important information, structure and transform the text, they experience difficulties with an analytical work with a text information and prefer to memorize it [2], [See also 3, 5, 6].

Thus, the main conclusions concerning the methodology of working with Chinese students is articulated by the researchers as the need for written support, the availability of tables and graphic images, the preference (especially in the first stage) to the system-grammatical approach instead of communicative and the language exercises to the speech ones, etc. [8], [See also 9].

Methodology of the research. The purpose of this article is to deepen studying the specifics of the Chinese contingent. This task is connected not only with the growing number of Chinese students studying in Russian universities every year, but also with the fact that today's Chinese students differ significantly from those with whom we dealt 25 or more years ago.

Over the years, China has become virtually another country, its domestic and foreign policies and priorities have changed a lot. During this time, the Russian language has lost its leading position and pragmatic appeal. This fact led to a decrease in the number of qualified teachers of the Russian language in China and the change in the number and the quality of students interested in the Russian language, on the one hand, and the loss of the tradition of cooperation and interaction between Russian and Chinese colleagues, a halt in the development of Russian methodology of training this contingent, on the other hand.

We offer a brief overview and analysis of the state of Russian language teaching in modern China as one of the steps towards eliminating the gaps in knowledge required to improve the methods of teaching students. We also count on using the analyzed material in future elaboration of our own methods of teaching Chinese students.

In this article we will consider some features, problems and prospects of studying the Russian language in China. Our research is based on updated statistics and relevant teaching materials that are used by Chinese colleagues. In the course of the work there were used the methods of empirical knowledge (survey, interview, observation, data collection) and theoretical analysis (description, comparison and data processing, analysis, systematization, generalization of information, forecasting, etc.).

Results.

I. Status and distribution of the Russian language in China.

Despite the fact that the number of students studying Russian has been steadily increasing over the last decade, it should be noticed that the current scale of the Russian language study is still not comparable to the period of 60-80-ies of the twentieth century, when the Russian language was studied not only in universities but also in secondary schools in almost all regions of the country. Currently, the Russian language is not so popular at schools (especially in comparison to the English language), in fact, it remained only in some schools in the northeast, for example in the cities of Harbin (Heilongjiang province) and Dalian (Liaoning province). And even among the graduates who study Russian in the school curriculum, small amount of pupils choose it for the exam and as a future major. According to the pall, more than 80% of students specializing in "Russian language" are those who did not have enough points for the exam for "good" major, and the Russian language for them was the second or third choice [11, p.168].

The low popularity of the Russian language, on the one hand, is explained by its practical lack of demand: the spheres associated with its use are not as wide as the English language, the students, whose major is Russian have little chance to find a job, which, of course, hinders the spread of the Russian language, reduces the interest of the students in studying it.

But, on the other hand, a limiting factor is the very nature of the Russian language, in particular its difficult grammatical system and the fundamental difference from the native language of the students.

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The organization of the Russian language educational process in China significantly differs from the Russian system of education. It’s important to mention that these distinctive features largely determine and explain future behavior of Chinese students in Russia. We list some features of Russian language teaching in the Chinese academic environment.

In some universities students of different levels can study in one group: beginners study together with those who have already studied Russian at school (although usually there are very few such students), and educational materials are the same for everyone, that is, everyone starts from scratch.

The number of students in a group usually reaches 30 or more people, and they usually sit strictly in rows. This "linearly extended" organization of the educational space works to maintain the authority of teachers, on the one hand, but complicates personal contact between teachers and students, on the other hand.

A teacher is the main character in the classroom, and he/she enjoys the unquestionable authority among students.

The main methodological technique of knowledge testing is a frontal survey and a written test.

According the Chinese tradition of teaching the Russian language, a textbook takes a defining position and dictates both the content of the lesson and its structure. Teachers use approved textbooks, relying entirely on the authority of the authors and the given system of training materials. The usual way of working on a textbook material is the principle of consistency. Thus, both the teacher and the student are "in captivity" at the textbook: the teacher strictly follows the instructions of the textbook, requiring the students to accurately perform the tasks and controlling their work.

The described organization of teaching the Russian language largely reflects typical Chinese tradition of education, which assumes strict discipline, strict compliance with the requirements of the teacher and the tasks of the textbook. The leading incentive to study is not only and not as much cognitive interest, but a high grade, which is determined by the accuracy of the reproduction of the material. Therefore, students get used to learning all the materials, texts by heart, do not try to formulate the problem and express their own thoughts. And later, when Chinese students find themselves in Russian universities, it is difficult for teachers to change their habit of passive perception, to intensify their speech activity, to stimulate speech-making.

III. Modern directions of work on improvement the methods and enhanc e- ment the quality of teaching the Russian language.

Despite the fact that Chinese universities still have a specific training organization, which sometimes raises a lot of questions and, we think, does not always contribute to the efficient learning of a foreign language, it should be noted that Chinese experts continuously study these issues and do a lot to improve the quality of education, in particular the Russian language. Here are some examples of the work in this direction.

1.In recent years, many universities have increased the number of graduate students and PhD specialists with the "Russian language" specialization to prepare more highly educated and highly qualified specialists in the Russian language and improve the quality of teaching. According to the Ministry of education of the PRC data, at the beginning of 2009, the Russian language in China as the main specialty was studied in more than 60 universities (in 1999, there were 31 such universities). The total number of Chinese students studying in the specialty "Russian language" was about 6500 people, including more than 400 – in master's and about 60

–in doctoral studies [12].

2.The universities are working to improve the skills of teachers of the Russian language, stimulate and encourage the acquisition of teaching the Russian language new methods, the use of the latest technology in the classroom.

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3.Cooperation with Russian universities on various programs is expanding, so that teachers of Russian learn from the experience of their Russian colleagues, and students have the opportunity to learn Russian in the language environment and broaden their horizons. Currently, a large number of teachers from China come to Russian universities for training, and every year the number of Chinese people receiving education in Russian universities in Russian is also increasing. If in the 2011/12 academic year, Russia has trained 15 thousand Chinese students, in 2014/15 the figure has exceeded 20 thousand people, i.e. the growth amounted to 30 % over four years [2*, p. 46].

4.The study programs are continuously analyzed in order to improve the Russian language teaching methods and training students who would meet the requirements of modern market and meet the contemporary challenges. For example, following the example of Nanjing

University, many universities are working on the inclusion into their plans "Russian Studies” program, which is focused on teaching general subjects in Russian, on connecting the language and the specialty for universal specialists training.

Thus, understanding and accepting the fact of existence of some problems with the organization and a technique of training in Russian, the state and experts conduct continuous work on their solution: expanding specialty "Russian language and literature" in schools, working to improve the quality of teaching and improve the level of training of students – future specialists in the field of Russian language.

IV. Modern trends and prospects of studying the Russian language in Ch i -

na.

Speaking about the study of the Russian language and culture in China, it should also be said about the prospects for its further advancement and the steps are being taken in this direction today.

First, it should be pointed out that due to our countries expanding cooperation, the Russian language for China (as well as the Chinese language for Russia) is becoming vital, and its study requires additional resources: material, intellectual, creative and energetic. The results of the employment of Chinese graduates in recent years show that the demand for specialists with knowledge of the Russian language in public and private enterprises, as well as representatives of Russian companies in China is increasing. According 2017 polls, conducted among 6070 graduates of the Russian language departments, their average salary is $ 740, which is considered as a high salary for young professionals in China [3*].

Secondly, it is important to emphasize the fact that Russia and China cultural exchange has increased since 2006-2007. In 2009-2010, the countries implemented “The Year of the Russian language in China” and “The year of the Chinese language in Russia” program, which aims to deepen strategic partnership and mutual understanding between the two countries and increase an interest in studying the Russian language in China and the Chinese language in Russia.

Thirdly, the flow of Chinese tourists to Russia is increasing every year, including the older generation of Chinese, who have a special feeling and sympathy towards the Soviet Union, for Russian culture and great interest to modern Russia. At the same time, Russians are increasingly popular on the island of Hainan, and it is a definite revival of interest in Chinese culture and traditions: Chinese medicine and cuisine, martial arts and tea ceremony are becoming a fashionable hobby. In addition to beach holidays and cultural attractions, medical tourism is gaining in popularity, Russians are increasingly coming to China for treatment. For this reason, some medical universities started including the Russian language into their program. The program "The year of tourism of China and Russia" [4*] was opened as an inducement for further development of mutual interest of Chinese and Russian citizens in 2012-2013.

Finally, we have to mention the cooperation in the academic sphere, as evidenced by the opening of the joint Russian-Chinese University in Shenzhen in 2017. The University was organized by Lomonosov Moscow state University, Beijing Polytechnic Institute and Shenzhen

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