Russian (pk и) And Cognitive Psychological Analysis Of The Concept Of Vocabulary Teaching Countermeasure Research

With the development of the cognitive approach to science and its wide distribution in various fields such as philosophy, psychology, linguistics, pedagogy, and other related disciplines, the theory of teaching Russian as a Foreign Language has also undergone a revolutionary leap in its development and improvement. From the traditional system of learning theory and practice of teaching foreign languages, it became a system of cognitive psychology research. More and more Chinese and foreign scholars in the study of language is beginning to pay attention to this approach. However, the study of foreign language teaching from the perspective of cognitive psychology - especially the teaching of Russian language vocabulary - currently in its infancy. How to evaluate scientific teaching, how to choose an appropriate learning strategy - this should think deeply about current teachers of Russian as a foreign language.Vocabulary is the main component of the language, its foundation. Social common language, its system, national origin, cognition, etc., as well as its communication and cultural functions occur primarily at the lexical level. Language is a complex semantic system, in the human brain there is a complex of logical relationships between the words. At the same time, different groups of people use different languages. Moreover, each language has its own semantic system of the words which are independent of each other and, simultaneously, interconnected. All these factors should be considered for teachers who teach vocabulary course for foreign students.The results of the experiments showed to researchers that the mental lexicon is stored in the human mind in the form of semantic networks, and that the speakers’ choice of an active vocabulary depends on a large number of different factors. Thus, one of the major problems of modern theories of teaching foreign languages is a choice of effective teaching strategies in order to create in students the cognitive system of foreign language vocabulary.Teaching a foreign language helps students to develop a system of bilingual encoding based on the native language, ensuring a proper understanding of different historical cultures, social systems, national character and national psychology, enriching the students’ mental space. All of this ultimately allows them to effectively select vocabulary to intercultural communication.Thus, this paper presents a research in the field of psycholinguistics and related disciplines, focuses on aspects of cognitive psychology.The full text is divided into eight parts:The first part of the paper briefly presents the research background, points out the research purpose, meaning and value. The thesis puts forward the research contents, introduces the research method and innovation.The second part provides an overview of research on the cognitive approach in studying the Russian language vocabulary in China and abroad. It should be noted that the study of theory and practice of teaching Russian language vocabulary in China started relatively late, this area is narrow and insufficiently studied deeply, comprehensive systemic studies on the subject a little, and the system model of teaching Russian language vocabulary not formed yet. How to get data evaluation of teaching vocabulary and identify problems and find an effective strategy for teaching the Russian language vocabulary (RCT) - the main issues considered by us.The third part explains the rationale for the cognitive approach in the study of Russian language. Philosophical theories of Marx and Engels, Philosophy of Culture by W. von Humboldt, Potebnya’s idea of the philosophy of language, Vygotsky’s "cultural-historical" principle, Leontief’s theory of "speech activity", the Russian language world prospect theory, as well as different theoretical views and approaches to teaching Russian as a foreign language are of great importance for the study. Therefore, they were used in this work as a theoretical base of research, analysis and solving the problems.The fourth part describes the structure of lexical and semantic features of the Russian language.The fifth part provides an overview of Chinese and foreign theoretical approaches to the study of the vocabulary of foreign languages within the framework of cognitive linguistics, which are recognized by Chinese scientists and linguists as standard and are applied in practice in teaching.The sixth part describes the causes and results of a series of cognitive experiments related to the concept of the Russian language vocabulary. Our data indicate that Chinese students have semantic gaps in their vocabulary of the Russian language.The seventh part of the study compares the Chinese and Russian languages, cultural differences between the two countries, as well as systematic analysis of the causes of the existence of lexical and semantic gaps among Chinese students during study of Russian language vocabulary.In the eighth part, we propose a suitable strategy for teaching that takes into account the presence of semantic gaps among Chinese students in the study of Russian language in its cognitive aspect.Thus, the present study, based on the achievement of cognitive psychology, redefines the standard cognitive lexicon of Russian.Taking as its starting point the philosophical view of language and culture, adhering to the Marxist principle of comprehensive development, based on facts, using associative research methods, treating indifferent to teaching and learning, we conducted a comprehensive objective assessment of the study of Russian language and on the basis of existing problems proposed a strategy of teaching.