Approaches to teaching the Chinese language in the aspect of formation of the intercultural educational paradigm

In recent years, the study of the Chinese language in Russia has experienced an unprecedented rise. The increase in the number of Chinese students in school and university profiles raises the question of improving the effectiveness of training, as well as the quality of the specialists who carry out this training. The effectiveness of training directly depends on the development of the theoretical foundations of this pedagogical process, which should meet the advanced level of development of domestic and foreign linguodidactics. One of the basic linguodidactic categories is the approach to learning. This category defines the entire learning strategy. An analysis of the few existing theoretical studies, as well as educational resources in this area, shows that in teaching the Chinese language, authors either use irrelevant and ineffective approaches, or incorrectly determine the approaches used, or attempt to mix several polar approaches in one educational resource. In the light of the described problem, the author refines the classification of approaches to teaching foreign languages, highlighting the approaches according to the method of teaching (direct, cognitive and activity) and the object of study ( language, speech, speech/communication/activity, group of cultural approaches), and also gives examples of use of these approaches in textbooks and manuals on the Chinese language in the process of historical development of linguodidactics. Analyzing the further development of cultural-like approaches, the author concludes that the sociocultural approach is transformed into an intercultural one and indicates a qualitative difference in the intercultural approach, which allows researchers to talk about the formation of a new intercultural paradigm in teaching foreign languages. As an example of using the intercultural approach in teaching the Chinese language, we consider the author's model of co-study of languages and cultures and the technology for the formation of intercultural communicative competence. In conclusion, a conclusion was drawn on the effectiveness of the correlation of teaching approaches and the levels of competence formed in the Chinese language: training at levels 1 and 2 is advisable to use the language approach as the main and communicative as additional, at levels 3 and 4 it is necessary to carry out the transition from a communicative to an intercultural approach, at levels 5 and 6, an intercultural approach should be used as the main one.