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 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 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 Юмор как способ мотивации в процессе изучения иностранного языка

2021 ◽  
Vol 25 ◽  
pp. 239-249
Author(s):  
Оксана Самусенко ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Material ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Russian Language ◽  
Teaching Methodology ◽  
Communication Barrier ◽  
The Russian Language

The paper deals with foreign language teaching methodology. It especially focuses on the ways of optimization of educational process for foreigners learning the Russian language. The goal of this article is the teaching of humorous texts as one of the ways to motivate students while mastering a foreign language. The paper includes an analysis of Russian educational material with a humorous component. The author explores the main difficulties of implementing humorous texts in the educational process and pays special attention to humour in animated movies. The conclusion is that an appropriately chosen humorous text motivates students to learn a foreign language, contributes to the development of linguistic, sociolinguistic and sociocultural competencies, and helps to overcome the communication barrier.

scholarly journals TEXTUAL VS. SCHEMATIC TEACHING MATERIAL IN A LESSON OF RUSSIAN AS A FOREIGN LANGUAGE IN A CHINESE AUDIENCE

2021 ◽  
Vol 1 ◽  
pp. 73-82
Author(s):  
Ekaterina Budnik ◽  
Sofia Bankova ◽  
Maria Shilenko
Keyword(s):  
Foreign Language ◽  
Right Hemisphere ◽  
Chinese Students ◽  
Visual Image ◽  
Educational Material ◽  
Russian Language ◽  
Educational Activity ◽  
Leading Position ◽  
The Right ◽  
Textual Form

The Russian language continues to maintain a leading position as a foreign language in China. Every day students have to work with much information in Russian. According to the confirmed data, the Chinese are representatives of cultures of the right-brain type of thinking. Today some works touch on the psychological and pedagogical aspects and linguo-methodological foundations of teaching Chinese students. The researchers believe it is possible to classify Chinese students as individuals with a significant dominance of the brain's right hemisphere. This is related to the specificity of the cognitive style of their educational activity, which manifests itself in the following features: in an inductive, concrete-nonlinear type of thinking, which allows one to perceive information holistically, at one time, in establishing connections not from word to word, but from image to word, with an important role of a visual image. Leading methodologists and psycholinguists recommend considering the dominance of the right hemisphere to increase the effectiveness and efficiency of teaching Russian as a foreign language to Chinese. Nevertheless, the design of the educational material of the lesson is still formalized in a traditional, textual form. The article aims to experimentally answer the question: in what form, textual or schematic, Chinese students perceive and remember information better. The authors used an experimental method, which consisted in studying the development of educational material depending on the form of presentation: text or schematic. As a result of the experiment, it was revealed that Chinese students make much fewer mistakes when studying the material in a schematic form. 

scholarly journals Отражение стереотипных представлений о русских людях в практике преподавания русского языка как иностранного (на примере китайских учебников)

2020 ◽  
Vol 46 (2) ◽  
pp. 6-14
Author(s):  
Цзин ЛИ ◽  
Любовь Александровна ЗОЛОТАРЁВА
Keyword(s):  
Foreign Language ◽  
Comparative Method ◽  
Educational Material ◽  
Russian Language ◽  
Point Of View ◽  
First Year ◽  
Negative Stereotypes ◽  
Russian Culture ◽  
Primary Image ◽  
The Russian Language

В статье анализируются китайские учебники русского языка с точки зрения отражения в них стереотипных представлений о поведении русского человека в различных бытовых ситуациях. Материал ограничен темами первого года обучения, в течение которого у китайских студентов языковых факультетов закладываются основы знаний о русской культуре, это темы «Семья», «О себе», «Учёба», «Рабочий день», «В гостях», «Отдых», «У врача», «В кафе», «Магазины, покупки». Авторы привлекают внимание к спорным моментам в учебном материале, требующем специального комментария преподавателя русского языка. В статье анализируются как положительные, так и отрицательные стереотипы, которые служат основой для создания первичного образа представителя русской культуры. При анализе материала был использован сопоставительный метод. русский язык как иностранный, русский язык в Китае, стереотипные представления, китайские учебники русского языка, «Русский язык в университетах (Восток)», стереотипы о русских именах, внешность русских, поведение и привычки русских людей, устаревшая информация The article analyzes Chinese textbooks of the Russian language from the point of view of their reflection of stereotypical ideas about the behavior of a Russian person in various everyday situations. The material is limited to the topics of the first year of study, during which Chinese students of language faculties learn the basics of knowledge about Russian culture. The list of topics includes: “Family”, “About Me”, “Study”, “Workday”, “Away”, “Rest”, “At the doctor”, “In a cafe”, and “Supermarkets, purchases”. The authors draw attention to controversial points in the educational material, requiring special commentary from the Russian language teacher. The article analyzes both positive and negative stereotypes, which are the basis for creating the primary image of a representative of Russian culture. The image of a Russian person represented in first-year textbooks is not ideal, both advantages and vices are noted. The authors also point out that some of the material in the Chinese textbooks no longer corresponds to today’s Russian reality and needs to be corrected. A comparative method is used in the analysis of the material. Russian as a foreign language, Russian language in China, stereotypes, Chinese textbooks of the Russian language, “Russian language at universities (East)”, stereotypes about Russian names, Russian appearance, behavior and habits of Russian people, outdated information

scholarly journals System of exercises for teaching general knowledge of Russian language and specialty language to Chinese engineering students

2019 ◽  
Vol 8 (1) ◽  
pp. 322-330
Author(s):  
Lyudmila Gienovna Yun
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Engineering Students ◽  
Chinese Students ◽  
Russian Language ◽  
Psychological Characteristics ◽  
Teaching Aids ◽  
Video Lectures ◽  
High Level ◽  
The Russian Language

The paper deals with the problem of optimizing the language training process for Chinese engineering students in the framework of joint Sino-Russian programs. The existing curricula on the Russian language as a foreign language (RFL) used to train future engineers have several disadvantages, and therefore do not provide a high level of subject and language competences. This is primarily due to weak contacts between teachers of special disciplines and teachers of the Russian language, the lack of coordination of teaching methods used by Russian and Chinese teachers of Russian. Features of training in a non-linguistic and linguistic environment predetermine the expediency of interconnected teaching of all types of speech activity in Russian. In this case, the system of exercises should be based on taking into account the ethno-psychological characteristics of Chinese students and the learning strategies they use when learning a foreign language. Particular attention should be paid to teaching the language of the specialty on the material of authentic video lectures of subject teachers in Russian. The author concludes that it is necessary to develop nationally oriented teaching aids for Chinese students-non-philologists who study in joint training programs for engineers in 2 + 2 and 3 + 1 schemes.

scholarly journals Some Features of Etiquette Speech Acts of the Russian Wedding Ceremony in the Aspect of the Formation of Pragmatic Competence of Chinese Students by the study of Russian language

2019 ◽  
Vol 10 (1) ◽  
pp. 463-474
Author(s):  
Hu Yawei
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Chinese Students ◽  
Russian Language ◽  
Pragmatic Competence ◽  
Communicative Behavior ◽  
The Subject ◽  
Wedding Ceremony ◽  
Ritual Speech ◽  
The Russian Language

The subject of the article is the problems of communicative behavior of students. As a result of studying the theoretical material and the practice of its application, an effective method of studying Russian by Chinese students through national features of speech etiquette. All this will increase the level of practical language skills. This article is devoted to the study of Russian as a foreign language on the example of ritual speech acts of the wedding rite in Russian culture. The author believes that the use of speech formulas of etiquette in the teaching of the Russian language will facilitate the effective assimilation of knowledge and the formation of pragmatic competence of students.

scholarly journals DIFFICULTIES IN BUILDING THE AUDITORY AND PRONUNCIATION SKILLS IN CHINESE STUDENTS WHILE TEACHING RUSSIAN

2021 ◽  
Vol 15 (1) ◽  
pp. 16-25
Author(s):  
N. M. Skobelkina ◽  
◽  
W. Na ◽  
Keyword(s):  
Foreign Language ◽  
Speech Sound ◽  
Chinese Students ◽  
Russian Language ◽  
Sound Perception ◽  
Sound System ◽  
Sound Unit ◽  
System Differentiation ◽  
Auditory Skills ◽  
The Russian Language

The introduction. The paper deals with a problem of Russian speech sound acquisition by Chinese students, examines the bilateral nature of this problem (sound perception and sound pronunciation), and identifies typical difficulties of the Chinese audience. Materials and methods. The paper analyzes the results of an empirical study aimed at identifying the most frequent difficulties encountered by Chinese students learning the Russian Language when mastering auditory and pronunciation skills. The study relies on the methods of experimental research, statistical data processing, and comparative analysis. Results. The findings show the correlation between the two types of mistakes (in perception and pronunciation of Russian sounds) made by Chinese students. This correlation made it possible to obtain the data on the extent to which the processes of sound unit perception and generation are interconnected and interdependent. The experimental study has identified the most typical difficulties of Chinese students and considered their causes. Conclusion. The study has shown that the number of sound perception mistakes significantly exceeds that of sound pronunciation ones. Therefore, focused work is required to develop auditory skills. Both types of mistakes result from the differences in sound systems of the Russian and Chinese languages, which should be fully taken into account when building audial and pronunciation skills of Chinese students. Keywords: the audial and pronunciation skills, sound system, differentiation of sounds, methods of teaching Russian as a foreign language.

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