Rhythmic and song-based techniques in teaching the state language in Ukraine and China: foundations of methodological transfer

Abstract

The aim of the article is to substantiate the methodological transfer of rhythmic and song-based technologies from primary education into the practice of teaching Ukrainian to Chinese students in higher education institutions. The study addresses the problem of overcoming linguistic difficulties and lowering the affective filter in foreign learners through rhythmic and song-based techniques that ensure continuity in the educational process within the context of higher education internationalization. The methodology combines theoretical and empirical approaches, including systematic analysis of scholarly sources, comparative pedagogical examination of Ukrainian and Chinese practices, generalization and extrapolation of findings, as well as pedagogical observation and reflective analysis of teaching Ukrainian to Chinese students. The results show that in both educational systems, rhythmic and song-based techniques are integrated into state language instruction for primary school learners within a communicative, activity-based approach, fulfilling phonological, mnemonic, integrative, and identity-forming functions. Differences are determined by linguistic typology and the degree of teaching practices regulation. The study substantiates methodological principles for adapting these technologies in higher education: overcoming linguistic barriers between typologically different languages through rhythm as a cognitive framework for mastering inflectional structures and stress patterns; lowering the affective filter through collaborative activities; and fostering intercultural integration via authentic rhythmic and song-based materials. Key principles of adaptation are defined: phonetic appropriateness and gradual progression, communicative orientation, cultural continuity, and a staged transition from reception to production. The conclusions confirm that the transfer of rhythmic and song-based technologies into higher education is methodologically justified and theoretically grounded. The scientific novelty lies in the comparative analysis of the Ukrainian and Chinese experiences and in the systematic substantiation of their adaptation with regard to linguistic typology. The practical significance is determined by the applicability of the proposed approaches in teaching Ukrainian to foreign students.