The article discusses the role of systematisation as one of the basic principles of
foreign language education. The implementation of this principle is illustrated by the
methodology of teaching Russian to Chinese students and teaching Chinese to Russian students. The article shows that systematisation embraces all levels of language-learning experience: from a foreign sound or graphical sign to a speech act in the larger context of a speech event. The focus on systems thinking can accompany, rather than contradict, the principles of communication and graded difficulties. Showing the way from a form to a message and from intention to its verbalisation, this principle fosters the development of communicative competence.
systematisation, speech acts, extended utterance, linguocultural competence.
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