The dissertation presents the results of research of the process of formation of speech culture of students from China in the process of professional training. The paper offers an interpretation of the meaning of the concepts «culture», «speech culture». Based on the theoretical analysis of the definitions of the concepts presented in the paper, it is proved that the definition of the term «speech culture» in the pedagogical conceptual framework is not presented.In order to avoid scientific differences in the interpretation of the key concept of the study, its author's definition is proposed in the work. Speech culture is a set of linguistic (normative) and linguo-cultural knowledge embodied in language activity. The structure of formation of culture of speech of students from the People's Republic of China as a part of: normative, communicative, ethical components is developed. It is proved that high-quality formation of speech culture of students from China in the process of professional training is possible under the conditions of development of students' stable motivation to study Russian on the basis of introduction of special course «Fundamentals of speech culture formation of foreign students»; use of infocommunication technologies in the process of formation of speech culture of students from China in the process of professional training; organization of extracurricular work of foreign students on the formation of speech culture in the process of professional training. It is noted that the process of effectiveness of education of speech culture of students from China in the process of professional training is influenced by the following principles: scientific, consciousness, accessibility, system, connection of theory with practice, clarity, taking into account students' native language, communication, thoroughness, normative and stylistic, ensuring active language practice.The principle of scientificity presupposes reliance on the data of modern linguistics, the establishment of linguistic preconditions on which the developed content and system of education are based. The principle of consciousness is based on the position that knowledge becomes the property of man only as a result of independent conscious activity. We consider the understanding of the logic of definitions, characteristics of linguistic concepts to be a conscious approach of students from China to the phenomena of language; understanding the connections between semantics and the means of its expression, etc. Implementation of the principle of accessibility in the bilingual student audience involves the availability of the researched material, meaningful technology of its teaching, the need for special teacher training. Adherence to the principle of systematicity and consistency allows us to build a system of forming a culture of speech of Chinese students in order from simple to complex, from learned to new. At the same time, it is important to consider both the system and the sequence of submission of program material, and the system of selection of rational methods for its study. The principle of connection between theory and practice is based on the practical orientation of teaching Russian to bilingual students, the development of their communication skills, the formation of a culture of speech. The principle of thoroughness involves a thorough mastery of a certain amount of knowledge, mastery of skills and abilities that are a prerequisite for further progress in the process of mastering the culture of speech, the basis for independent work of students in this direction. The principle of clarity follows from the laws of the process of cognition, the initial component of which is the contemplation of phenomena, processes, actions, objects. In the aspect of research it is a question of application of illustrative kinds of visualization (schemes, tables, etc.). The principle of taking into account native languages.
