Research on Language Migration and Russian Teaching Practice in the Acquisition of Russian Preposition Structure by Chinese Students

Abstract

Language migration and Russian teaching practice highlights the need to consider both cultural and linguistic factors in teaching Russian preposition structure to Chinese students. The present study examined the impact of language migration on Chinese students' ability to acquire Russian preposition structure, and whether the acquisition of Russian preposition structure mediates this relationship. Additionally, this study investigated whether Russian teaching practices moderate the negative effect of language migration on Chinese students' ability to acquire Russian preposition structure. Data were collected from 287 Chinese students in colleges in Harbin city, China, and analyzed using PLS-SEM 4. The results indicated that language migration has a significant negative effect on Chinese students' ability to acquire Russian preposition structure, while also having a significant positive effect on their acquisition of Russian preposition structure. Furthermore, the acquisition of Russian preposition structure has a significant positive effect on Chinese students' ability to acquire Russian preposition structure, and it mediates the relationship between language migration and Chinese students' preposition structure learning performance. However, Russian teaching practices did not moderate the negative effect of language migration on Chinese students' ability to acquire Russian preposition structure. This study contributes to the current body of literature by providing evidence of the impact of language migration on Chinese students' ability to acquire Russian preposition structure and the mediating role of the acquisition of Russian preposition structure in this relationship. Additionally, the study highlights the importance of considering language migration and Russian teaching practices when designing language acquisition programs for Chinese students. The study's findings can be used to improve language learning outcomes for Chinese students and inform language education policies.