PRINCIPLES OF CO-LEARNING CHINESE, RUSSIAN AND ENGLISH CULTURAL AND LANGUAGE SYSTEMS

The article considers the specificities of the co-study of languages and cultures, determines the relevance of this process in a language university. An attempt is made to define and describe the tipologies of principles for co-learning languages and cultures existing in intercultural language education. The paper presents an overview of the most popular, demanded, didactically rational and functional models of co-learning languages and cultures, developed by domestic reserchers in linguodidactics. From the conceptual point of view these principles constitute the metadidactic strategies for the process of co-studying native and foreign languages and cultures. A brief analysis of some principles revealed the need to clarify and supplement them in the process of teaching the Chinese language and culture in relation to the Russian and English languages and cultures. New comprehension of the existing principles of co-studying languages and cultures is needed due to the objective circumstances conditioned by the significant differences in the considered languages and cultures. At the same time, despite the differences between the languages and cultures it is possible to find some cases of didactic consensus between them. The principles of cognitive dialogue, active comprehension, information saturation and dialogue positioning, which promote the process of costudying the three cultural and language systems may serve as methodology dominants in this educational situation. The authors give brief methodological recommendations regarding the organization of the educational process in terms of including the proposed principles into the intercultural and interlingual context.