The increasing interconnectedness of societies, fuelled by technological advances and international mobility, has created a diverse and complex network of intercultural interactions. This phenomenon of growing multiculturalism highlights the urgent need to understand the dynamics between language and culture to facilitate effective international communication. This calls for improving language education and developing intercultural competence. The study aims to determine how the integration of modern linguoculturology into foreign language teaching improves intercultural communication skills among language learners. To achieve the objective, analysis, comparison, and grammar-translation methods were used. An analysis of intercultural communication based on student surveys between universities in Henan Province, China, and universities in Russia is presented. The foundations and current state of linguistic research, the functioning of Russian as a foreign language, on the example of Chinese students, were analysed. An effective model for learning a foreign language in intercultural interaction in language pedagogy has been developed. The results of the conducted empirical research are given and approaches for communicative competence of native Chinese language learners in a foreign language environment are formed. Specific problems faced by Chinese students, such as language barriers and culture shock, were examined. Key factors affecting intercultural communication were identified. The study has great practical relevance in various fields, offering tools that will be useful for foreign language teachers, curriculum developers and intercultural communication specialists. © Dragoman.
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