Changes In The Russian Foreign Language Textbooks Used In Three Universities In Northeast China Since 1949

This research focused on examining Russian as Foreign Language Textbooks(RFLTB)published in China since 1949 to uncover the changes that have happened to the status of Russian as a Foreign Language in various historical periods since 1949.The study explored the major differences throughout these historical periods regarding Russian Language Education in Chinese Universities and the factors that have contributed to these changes.This study aimed at the major changes in RFLTB in education of China since 1949 from social-cultural,political,economic,pedagogical prospectives,the factors that caused these changes and contributed to them,and what these changes mean regarding language learning,ideology,culture,and image of Russia.This study employed the qualitative interpretive research approach which involved the collection and inductive documentary analysis of the Russian as foreign language textbooks sourced from three Universities in northeast China.The research work also explored the pedagogy behind the text and connected them to the discourse analysis gotten from data on the interviews by searching for common themes based on the guiding research questions.As a qualitative descriptive study,it conducted interviews with writers/editors specializing in publishing RFLTB.Beside analysis of the chosen textbooks,the interview transcripts were also analyzed in detail for recurring themes based on the participants’ perceptions and understandings of editing,teaching and learning about Russia in RFLTB.Constructivism as a theory claims that knowledge about the social world is constructed.It is indicated that,reality is actively shaped by various factors,such as social,political,cultural,economic,ethnic,and gender values.Thus,the social world should be understood in a structural context,where shared ideologies coexist.This research identified that Russian as a foreign language textbook in China has been changed over time.The main reason for this change can be linked to the status of Russian language,ideology,country image,language and culture learning in China.During "The Cultural Revolution?,the Russian Language education and the status of RL education were reduced within politics,economy,culture and so forth.The details and information provided on certain events also have changed over time.Specifically,the details and information provided on the language and culture learning,ideology,country image and methods changed from one textbook to the next.These changes can occur for a variety of reasons.The changes in the type of information presented in regards to the language and culture learning,ideology,country image and methods caused by political,social-cultural,economic changes in China.For instance,as PRC became involved in the cold war after the end of WW 2,it was important for textbooks to encourage Chinese in Marxism and patriotism.The choice of what was included and left out of RFL textbooks encouraged student support for the government and political style of the USSR while discouraging the style of the enemy: fascists,the instigators of WW2.Using the four critical transitional stages in China’s modern history: 1)since 1949-1960th(The Golden Era of RFL),2)During the Cultural Revolution(1966-1976),period of stagnation,3)After the Cultural Revolution(1980-1989),Time of Renewal and Stabilization and 4)From 1990 to Present Day(Rational development)to identify key points,topic sentences and summaries regarding the meanings of the language and culture learning,ideology,country image and methods,it is clear that the information have changed over time from the RFL textbook that was published in 1950 to the one published in 2015.The study presented the changes in Russian language textbooks in different Chinese political,economic,social and cultural contexts and found a tendency of the textbooks to move from collectivist ideologies,serving mainly the interests of the country in the 1950 s to individualist ideologies that concern the interests of the learners in the 2000 s.In addition,the learners for whom the textbooks were designed were being socialized into the identity of Chinese citizens(socialist patriots)in the 1950 s but global citizens in the 2000 s.On the basis of major findings from analyzed Russian language textbooks published in China,it is possible to conclude that the modern political and economic realities created in the conditions of strategic partnership between Russia and China have aroused prerequisites for growth of the positive attitude towards RFLTB in China on the basis of development in verbal,event and contextual spheres.Thus,it will broaden the sphere of its application and increase interest in it in China.Traditional RFT textbooks represent systematic material and are considered as qualitative.But their content is old,in these textbooks,great attention is paid to literature,the pragmatism is ignored and therefore the contents of texts are far from modern life and society.On common cultural subjects: society,policy,economy,history and the culture of Russia-knowledge is superficial.Teaching Russian as a foreign language has to an-swer development of society with the purpose to meet an era call,and content of teaching should have specifics of the present era.The functions of Russian language in China,in turn,shifted during this time from facilitating communication for scientific,business and travelling purposes,to enhancing cross-cultural understanding in the 21 st century.