Features of the Perception of Russian Toponyms by Chinese Students: Cognitive and Psychological Aspects

Abstract

The perception of Russian toponyms by Chinese learners often brings the logic of spatial partitioning and linguocultural knowledge into conflict with practical speech application. This study systematizes the associative, emotional-evaluative, and phonetic-graphic features of Russian toponym acquisition by Chinese speakers. Theoretically, it draws on A. A. Leontiev’s psycholinguistic theory of speech activity, cognitive linguistics, and the methodology of teaching Russian as a foreign language. A directed associative experiment with 56 Chinese students (B1–B2) utilized ten high-frequency Russian toponyms as stimuli. The four-stage procedure included recording three associations, audio-recording pronunciation, a structured interview, and processing 1,680 reactions via content analysis, psycholinguistic commentary, and phonetic observation. The findings indicate that the core of associative fields consists of textbook stereotypes. Toponyms with vivid natural imagery are perceived most positively. Systematic articulatory difficulties and a notable influence of hieroglyphic transcription were identified; the latter generates quasi-etymologies and distorts cultural semantics. Articulatory difficulties heighten cognitive tension and trigger speech reduction of toponyms. Based on these results, a linguodidactic model is proposed, featuring a three-component toponym introduction (phonetics, cultural commentary, and comparison with hieroglyphic transcription), the targeted development of an emotional component, a bilingual associative dictionary, and the systematic use of hieroglyphic transcription for metalinguistic reflection. The model aims at building comprehensive toponymic competence by integrating the cognitive styles and evaluative strategies of Chinese learners.