scholarly journals FACTORS OF FORGETTING HIEROGLYPHS IN TEACHING CHINESE AS A FOREIGN LANGUAGE

2020 ◽  
Vol 12 (3) ◽  
pp. 24-30
Author(s):  
Ren Gengtian ◽  
Keyword(s):  
Foreign Language ◽  
Chinese Language ◽  
Russian Language ◽  
Foreign Languages ◽  
State University ◽  
Subsequent Increase ◽  
Average Value ◽  
Initial Stage ◽  
Teaching Chinese ◽  
The Russian Language

The study focuses on the problem of forgetting Chinese hieroglyphs that arises in the process of learning the Chinese language. The problem is relevant with regard to the modern methods in teaching Chinese as a foreign language. The author sets the following tasks: 1) by the example of students specializing in linguistics at Perm State University, to analyze experimentally the process of forgetting the lexical minimum; 2) to study the cognitive characteristics and patterns of forgetting hieroglyphics. The experiment results were analyzed based on the reactions ‘Reading’ and ‘Translation’. It was found that for students it is easier to remember translation rather than reading of a hieroglyph: the coefficient of correct answers for the ‘Translation’ reaction is on average higher than that for the ‘Reading’ reaction. Comparative tables were compiled showing the average value of the forgetting coefficient among students learning vocabulary HSK 1 and HSK 2 at three control time points. The experiment showed that at all levels and for both reactions one tendency is observed: the degree of forgetting hieroglyphics increases by the beginning of the academic period following the previously completed period but decreases by the end of the educational period to the initial or lower level. There were identified factors that can increase recognition of hieroglyphs, for example, the presence of analogues in the Russian language (terms of kinship, numerals, pronouns). The process of forgetting was analyzed; analysis showed that hieroglyphs are forgotten only at the initial stage of training, with subsequent increase in the memorizing degree exceeding the initial indicators. The data obtained can serve as an important empirical basis in developing approaches to the methodology of teaching the Chinese language, and can also be useful for research concerning the problems of forgetting lexical units when studying foreign languages and, in particular, the memorization of hieroglyphs.

scholarly journals Most common mistakes Chinese students make while learning Russian as a foreign language

2020 ◽  
pp. 146-154
Author(s):  
Galina E. Sokolova
Keyword(s):  
Foreign Language ◽  
Chinese Language ◽  
Chinese Students ◽  
Educational Material ◽  
Russian Language ◽  
Language Competence ◽  
Lecture Material ◽  
Language Norms ◽  
Teaching Chinese ◽  
The Russian Language

This article analyzes the various types of mistakes that Chinese students who come to study to Russia make. Since the improvement of the students’ speech culture and literacy is one of the main challenges that a teacher of Russian as a foreign language faces, it is necessary to carefully differentiate, distinguish and combat all possible sorts and kinds of errors Chinese students make while studying. Unfortunately, most students’ language competence is too low for a fullfledged academic activity. They find it difficult to communicate in the Russian language, to work with the educational material, to write, listen to, perceive, and then to reproduce the lecture material. The Chinese language is fundamentally different from the Russian language, for example, Chinese nouns are not marked for gender, number, or case. And when learning Russian, students face rules and language norms, which they find very difficult not only to understand, but also to apply in practice. Observations and years of experience of teaching Chinese students prove that the mistakes, they make in the process of learning Russian, are quite similar. Therefore, the article attempts to consider, analyze and organize possible cases of violation of all language norms of the Russian language.

scholarly journals Comparative-semantic analysis of the adverb of time frequency in the Chinese and Russian languages

Litera ◽  
2021 ◽  
pp. 80-89
Author(s):  
Лянь Цзинь
Keyword(s):  
Foreign Language ◽  
Comparative Research ◽  
Semantic Analysis ◽  
Chinese Language ◽  
Chinese Students ◽  
Russian Language ◽  
Theory And Practice ◽  
Time Frequency ◽  
The Subject ◽  
The Russian Language

This article presents a comparative research of adverbs with the meaning of time in the Russian and Chinese languages. Analysis is conducted on the adverb of time in the Russian languages; characteristic is given to macro- and micro-aspects. Macro-description is an attempt to determine and classify the adverbs of time. Micro-aspect, first and foremost, implies semantic analysis of a specific adverb of time. The subject of this research is the adverb of time ‘always’ in the Russian language in comparison with the corresponding adverb in the Chinese language. The goal of this research consists in the analysis of semantic characteristics and variables that depend on the semantics of grammatical and pragmatic characteristics of the adverb of time frequency “always” in the Russian as compared to the Chinese language. The scientific novelty lies in description of the macro- and micro- aspects, identification of semantic and compatible characteristics of the adverb of time frequency ‘always ' in the Russian languahe in comparison with the corresponding adverb in the Chinese — 总是 [zong shi]. The acquired results indicate that the use of the adverb ‘always’ with the meaning of continuity or frequency requires fulfilling certain conditions. This article can be valuable in further research on the topic, in theory and practice of translation, as well as in teaching Russian as a foreign language to the Chinese students.

scholarly journals Teaching Chinese Language through Immortal Songs Comparing to Vietnamse Language

2019 ◽  
Vol 8 (1) ◽  
pp. 29-32
Author(s):  
Huynh Tan Hoi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Chinese Language ◽  
Education Quality ◽  
Foreign Languages ◽  
Ho Chi Minh City ◽  
New Knowledge ◽  
The World ◽  
Teaching Chinese

Foreign languages in general and Chinese in particular has an important role in the context which the world has been developing continuously. Understanding and using this language eloquently will make learners have more chances to exchange culture, absorb new knowledge as well as present thoughts and views in a comfortable way. This paper mentions the reality of teaching and learning Chinese and the ways to upgrade the education quality through training practicing immortal songs as well as comparing to Vietnamese language. The article was completed with the assistance of 30 learners who are studying Chinese at some foreign language centers in Ho Chi Minh City during July of 2018 and it showed that learning process will be much more interesting and easier when listening to music.     

scholarly journals Russian language education in Germany

2021 ◽  
Vol 7 (4) ◽  
pp. 65-69
Author(s):  
V. Leonteva
Keyword(s):  
Foreign Language ◽  
Educational Level ◽  
Language Education ◽  
Russian Language ◽  
Foreign Languages ◽  
Cultural Relations ◽  
Russian Culture ◽  
The Status ◽  
History Of ◽  
The Russian Language

Russian is one of the languages which are learnt in Germany at any educational level. Though today it has lost its positions in the rate of foreign languages chosen by the Germans, there are many interesting projects and initiatives supporting and maintaining the status of the Russian language in Germany. In this paper, I am going to give an overview of the history of cultural relations between Russia and Germany, try to explain the reasons of the current situation and describe the perspectives of the Russian language in today’s Germany. By way of examples, I will discuss such events and projects as “To4ka-Treff”, “RussoMobil” and the activities of the Russian culture centers in Germany, as well as programs in Russian as a foreign language at schools and universities in Germany.

scholarly journals “Double negation constructions” in the Russian language: lingua-didactic and lingua-cultural aspects

2020 ◽  
pp. 137-142
Author(s):  
Gao Yue ◽  
Natalya V. Nikolaeva
Keyword(s):  
Foreign Language ◽  
Structural Model ◽  
Chinese Language ◽  
Russian Language ◽  
Double Negation ◽  
Chinese Speakers ◽  
Cultural Aspects ◽  
The One ◽  
Russian Linguistic ◽  
The Russian Language

Analyzing the so-called “double negation”, that is, the construction of strengthening negation, in the linguistic and didactic aspect, the authors note that in the practice of teaching Russian as a foreign language, the construction of “double negation” is explained in two ways, depending on the native language of the students. When explaining the model, native Chinese speakers need to pay attention to the replacement of pronouns and adverbs, like все (all), всегда (always), везде (everywhere), with negative verbs to negative with the prefix ни (no): никто (nobody), никогда (never), нигде (nowhere), because the Chinese language consciousness does not accept a negative modification of the statement, normative for Russian. The article presents linguistic and conditionally-communicative exercises that contribute to the automation and introduction of this structural model into active speech. Difficulties in the development of this construction, associated precisely with its specificity, are due, according to the authors, primarily to the very possibility of strengthening the negation, its repetition, indicating the specificity of Russian linguistic and cultural consciousness. Considering the construction of “double negation” in the linguistic and culture study aspect, the authors note that its “pleonasm” indicates, on the one hand, the importance of negation for the Russian linguistic consciousness, and on the other hand, the subtle differentiation of logically comparable situations with subjects all / no, etc. Techniques for working with Russian constructions are seen in the mirror of the Chinese language.

Working with a Compliment at the Initial Stage of Learning Russian as a Foreign Language

2020 ◽  
Vol 9 (3) ◽  
pp. 53-58
Author(s):  
O. Ariskina ◽  
E. Dryangina ◽  
P. Chuchkin
Keyword(s):  
Foreign Language ◽  
Scientific Literature ◽  
Initial Level ◽  
Effective Means ◽  
Foreign Student ◽  
Russian Language ◽  
Communication Process ◽  
Initial Stage ◽  
Speech Genre ◽  
The Russian Language

Today, one of the top priorities for linguistics is to study the factors that influence the effectiveness of interpersonal and intercultural communication. In the speech behavior of a communicative personality, a special place is occupied by such an objective speech genre as a compliment. A compliment is one of the most effective means of establishing contact between people. This genre of speech etiquette can play no less a role in the communication process than, for example, greeting, farewell or congratulations, and in many situations is a more appropriate and effective means of communication. However, such a genre as “compliment” is practically absent in the speech tools of a foreign student who is at the initial level of learning the Russian language. In the scientific literature, this topic is covered quite poorly (the emphasis is mainly on the advanced stage). Yet students of the initial level of study Russian as a foreign language (A1-A2) are quite able to master the simplest tactics and strategies of compliment (direct nomination, comparison). This work is devoted to the description of the introduction of the system of exercises on compliment at the initial level of learning Russian as a foreign language.

scholarly journals VIDEO LESSONS AS ONE OF AN EFFECTIVE METHODS IN TEACHING RCL TO CHINESE STUDENTS

2020 ◽  
Vol 74 (4) ◽  
pp. 428-432
Author(s):  
Duo Li ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Comparative Method ◽  
Chinese Students ◽  
Educational Process ◽  
Russian Language ◽  
Video Tutorials ◽  
Video Lesson ◽  
Teaching Chinese ◽  
The Russian Language

The Russian language is one of the richest languages ​of our time. Currently, more than 200 million people speak Russian. It is also one of the ten working languages ​​of the United Nations. The Russian language is one of the most difficult for foreign students to learn, which necessitates a better approach to the educational process. The article examines the study of the problem of increasing the effectiveness of teaching Chinese students Russian as a foreign language. A solution to the problem in the auxiliary application of video tutorials is proposed. An analysis of several existing video tutorials available online is being carried out. The article deals with the comparative method of difficult moments that may arise for Chinese students studying Russian. It is confirmed that the creation of a new video lesson and the linguo-methodological foundations of its implementation in the educational process are new and relevant.

scholarly journals On the Problems of Teaching Russian As a Foreign Language to the Speakers of a Cognate Language (Polish)

2020 ◽  
Author(s):  
Julia Aleksandrovna Arskaya ◽  
Elena Sergeevna Zarubina
Keyword(s):  
Comparative Analysis ◽  
Foreign Language ◽  
Language Learning ◽  
Native Speakers ◽  
Russian Language ◽  
Foreign Languages ◽  
Polish Language ◽  
The Russian Language ◽  
Oriented Approach ◽  
Made In

This paper is devoted to the problem of learning Russian by native speakers of the Polish language. The presented research is made in the context of the language-oriented approach and includes linguistic experiment, comparative analysis of Russian and Polish languages and identification of problem areas causing interference errors. A system of rules and exercises for Polish learners of Russian is being proposed as a recommended practice for excluding interference errors. The language-oriented approach used in this report is based, first, on provisions that take into account the already existing initial language system of learners, second, on a comparative analysis of languages, and third, on an analysis of learners’ mistakes. Mastering a foreign language takes place in close interaction with language systems in the minds of students. In the situation of interaction between two contacting languages, interference is likely to occur. Identification of interference errors in the analysis of speech of foreign languages allows us to identify problem areas in the studied language and correct the language skill in the course of learning. Typical mistakes are material for creating the necessary strategy of teaching the Russian language for native speakers of a certain language. Keywords: interference, Polish language, Russian language, learning Russian as a foreign language, language-oriented approach

scholarly journals The epoch in functional and communicative grammar: in memory of Professor Maya Vladimirovna Vsevolodova (her life and work)

2020 ◽  
Vol 3 ◽  
pp. 43-54
Author(s):  
Fedor I. Pankov ◽  
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Foreign Languages ◽  
State University ◽  
Moscow State University

On 5 February 2020 died Maya V. Vsevolodova (1928–2020), professor of the department of didactic linguistics and theory of teaching Russian as a foreign language, honored professor at Lomonosov Moscow State University, honorary professor at Shanghai foreign languages University, major linguist, a distinguished scientist who laid the foundations for a linguodidactic model of Russian language in general, and functional-communicative grammar in particular.

scholarly journals ФОНЕТИЧЕСКАЯ ИНТЕРФЕРЕНЦИЯ И ЕЕ ПРИЧИНЫ

World Science ◽  
2018 ◽  
Vol 3 (7(35)) ◽  
pp. 11-14
Author(s):  
Алиева Б. Б.
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Native Language ◽  
Russian Language ◽  
Foreign Languages ◽  
Sound System ◽  
The Russian Language ◽  
Different Parts

The article deals with the problem of interference arising in the process of teaching a foreign language. The types of interference due to distinguished the nature of the interaction of the native and foreign languages, the subjective and objective factors on which the depth and volume of interference depend, the wide and narrow interpretation of the term interference, the need to distinguish between interference phenomena and analogy are considered. Particular attention is paid to phonetic interference and pronouncing accent, the reasons for their occurrence and the appearance of two types of accent in the speaker's speech.Interference, being an integral part of the process of mastering a foreign language, manifests itself in different parts of the sound system, and attention is drawn to the subordination of these errors to certain regularities. The set of admitted errors is not accidental, but is programmed by the peculiarities of the native language, and the knowledge of this program allows to predict errors in the Russian language speech of foreign students.

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