Кытай тилин чет тили катары окутууда салттуу кытай маданияты жөнүндө аңгемелешүү

2019 ◽  
pp. 18-23
Author(s):  
Айнура Кенеш кызы ◽  
Аида Урпоева
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Chinese Culture ◽  
Communicative Competence ◽  
Chinese Language ◽  
Cultural Knowledge ◽  
Chinese Society ◽  
Culture Teaching ◽  
The Given ◽  
Teaching Chinese

Аннотация: Кытай тилин окутууда ал элдин маданияты жөнүндө айтуу өзгөчө маанилүү. Кытай маданиятына үрп-адаттар, тамак-аш түрү, кийим-кечек, ыр-бий жанрлары, сүрөт искусствосу, тил жана тарых илимдери кирет. Тилди чындап өздөштүрүү үчүн ошол элдин маданиятын билүүбүз зарыл. Кытай тилин чет тили катары окутууда кытай маданиятын жеткиликтүү билүү негизги ас- пектилерден болуп саналат. Кытай тилин чет тили катары үйрөнүүдө ал элдин маданий байланышын толук аңдап билүү үчүн коммуникативдик компетенцияны өнүктүрүү, колдонуу керек. Кытай тилин чет тили катары үйрөнүүдө студенттер эреже катары кытай коому, маданияты тууралуу көптү билиши керек, ошондой эле чыныгы маданий өзгөчөлүктөрүн үйрөнүүлөрү керек. Ошондуктан кы- тай тилин чет тили катары окутуу кытай маданиятын, тарыхын, адабиятын окутуудан бөлүнүп каралбайт. Түйүндүү сөздөр: кытай маданияты, кытай тилин чет тили катары окутуу, маданий алака, коммуникативдик компетенция, үрп-адат. Аннотация: Культура чрезвычайно важна в преподавании китайского языка. Культура Китая включает в себя обычаи и традиции, кухню, одежду, музыку, танцы, живопись, язык и историю. Чтобы по-настоящему овладеть языком, мы должны изучить культуру, которую представляет данный язык. Соответствующее знание китайской культуры также является одним из аспектов содержания преподавания китайского языка как иностранного. Коммуникативная компетенция, которая должна развиваться при обучении китайскому языку как иностранному, на самом деле является способностью к межкультурному общению. Изучая китайский язык, иностранные студенты, как правило, должны больше знать о китайском обществе и культуре, а также изучить профессиональные культурные знания. Поэтому преподавание китайского языка как иностранного неотделимо от преподавания китайской культуры, истории и литературы. Ключевые слова: Китайская культура, преподавание китайского языка как иностранного, культурный обмен, коммуникативная компетенция, обычаи и традиции. Annotation: Culture is very important in teaching Chinese language. To know language really well, we must learn the culture that the given language is represent. Appropriate knowledge of Chinese culture is one the aspects of content of teaching Chinese as a foreign language. Communicative competence, which should be developed when learning Chinese as a foreign language, is in fact the ability to intercultural communication. Foreign students in learning Chinese, as a rule, should know more about Chinese society and culture, also learn well professional cultural knowledge. Therefore, the teaching of Chinese as a foreign language is inseparable from the teaching of Chineseculture, history and literature. Keywords: Chinese culture, teaching Chinese language as a foreign language, cultural exchange, communicative competence, customs and traditions.

scholarly journals Framework of Reference for Chinese Language

2018 ◽  
Vol 27 (7) ◽  
pp. 153-163
Author(s):  
T. L. Guruleva
Keyword(s):  
Comparative Analysis ◽  
Chinese Culture ◽  
Communicative Competence ◽  
Chinese Language ◽  
Level Structure ◽  
Component Structure ◽  
Chinese Model ◽  
Hieroglyphic Writing ◽  
History Of ◽  
Teaching Chinese

The key theme of the article is the study of the competence of the framework of reference for Chinese language. The history of the development of the framework of reference for Chinese language in the PRC is briefly presented. The components of the communicative competence of the Chinese language and its level structure are studied. The author has performed a comparative analysis of the component structure and content of the components of the model of the communicative competence of the Chinese language with western, domestic and European models of communicative competence, as well as comparative analysis of the levels of the framework of reference for Chinese language with the levels of the Common European Framework of Reference for Languages. The conclusion is made about the specificity of the Chinese model of communicative competence, reflecting the features of the isolating Chinese language, the verbal syllabic Chinese hieroglyphic writing, the autochthonous Chinese culture, and the related features of teaching Chinese as a foreign language.

scholarly journals Presupposition and Teaching Chinese as a Foreign Language

2020 ◽  
Vol 3 (4) ◽  
Author(s):  
Mohammed AL FATIH ALZAIN Alsheikhidris ◽  
Keyword(s):  
Foreign Language ◽  
Representation Theory ◽  
Chinese Language ◽  
Discourse Representation ◽  
Human Communication ◽  
Discourse Representation Theory ◽  
The Given ◽  
Teaching Chinese ◽  
Pragmatic Presupposition

In cooperative human communication, the speaker has to mark the connection between his utterance and therefore the given information, because the hearer interprets the utterance regarding the data that has already been obtained. Languages adopt various devices to mark the connection between the utterance and also the context. This paper investigates semantic and pragmatic presupposition in Discourse Representation Theory (DRT) within the Chinese language and enhances the pragmatic perspective of presupposition in DRT.

ALTERNATIVE FORMS OF TEACHING CHINESE TO YOUNG SCHOOLCHILDREN

2019 ◽  
Author(s):  
Anastasia Sushchik ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Chinese Language ◽  
Foreign Language Learning ◽  
Approaches To Teaching ◽  
The Given ◽  
Teaching Chinese

The article is devoted to the alternative forms of teaching Chinese to young schoolchildren. The work deals with extraordinary approaches to teaching subjects, the principles of interaction between the teacher and the pupil during the lesson. The purpose of the article is to describe several forms of training that can be used in foreign language learning. Much attention is given to the cultural intercourse during the lessons in the Chinese language and extracurricular courses. In conclusion, it is stressed that the attitude to teaching Chinese to young schoolchildren should be based on alternative forms. The work is of interest for narrow circle of readers and experts working in the given branch.

scholarly journals The role of an audiovisual course in teaching Russian as a foreign language to students of exchange and applied programs

2021 ◽  
pp. 65-71
Author(s):  
В.С. Борченко
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Communicative Competence ◽  
Language Level ◽  
Competence Level ◽  
Educational Processes ◽  
The Given ◽  
Video Material ◽  
Authentic Video

В данной статье рассматривается применение аудиовизуального метода как одного из важнейших форм обучения РКИ в современном образовательном процессе. В ходе исследования выявлен ряд преимуществ аудиовизуального курса, раскрыты способы и возможности его использования в целях развития аудиовизуальной компетенции, в том числе повышение уровня коммуникативной компетенции в конкретных условиях обучения в иностранной аудитории в рамках реализации коммуникативного, личностно-ориентированного и компетентностного подходов. Кроме того, определен дидактический потенциал аудиовизуального метода обу-чения, названы его особенности, указаны способы его реализации на практических занятиях по РКИ на начальном этапе обучения. Разработаны и апробированы дополнительные занятия, в основе которых лежат аутентичные видеоматериалы, рассчитанные на учащихся, владеющих русским языком в объеме уровней А1–А2. This article is about an audiovisual method as one of the most important methods in teaching Russian as a foreign language in modern educational processes. Within the given research a lot of advantages of an audiovisual course were revealed including disclosed ways and opportunities of using it with target development audiovisual competence, raising communicative competence level under particular conditions of teaching foreign students, implementing communicative, and personality-oriented competence techniques. Besides, we have specified a didactic potential audiovisual method of teaching, have defined means of its realization at practical lessons of Russian as a foreign language at the beginning stage of teaching. We also have established and approbated additional lessons with authentic video material for students language level А1–А2.

scholarly journals Brief Analysis of the Influence of Chinese Culture Teaching on the Building of Chinese Image in Teaching Chinese as a Foreign Language

2019 ◽  
Vol 3 (4) ◽  
pp. 72
Author(s):  
Jieyu Lu
Keyword(s):  
Foreign Language ◽  
Chinese Culture ◽  
Culture Teaching ◽  
Teaching Chinese

<p>In the process of China’s going global, building a positive Chinese image is of great significance to the development of our country. It is important to promote Chinese culture when teaching Chinese as a foreign language. This article aims at analyzing the influence of Chinese culture teaching on  building Chinese image when we teach Chinese as a foreign language, so as to improve the popularity and understanding of Chinese image within a wider range internationally.</p>

Networking-Based Strategies of Intercultural Communicative Competence Development Among Kazakhstani University Students

2019 ◽  
pp. 197-210
Author(s):  
Azamat Akbarov
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Cultural Knowledge ◽  
Necessary Condition ◽  
Intercultural Communicative Competence ◽  
Intercultural Understanding ◽  
Intercultural Awareness ◽  
Language Communication

This chapter presents an empirical study of the intercultural communicative competence of students of Kazakhstani universities. The study results indicate that students should develop their cultural knowledge, intercultural receptivity, communication strategies, intercultural awareness etc. A number of issues related to the formation of intercultural competence in the process of teaching foreign-language communication, taking into account the cultural and mental differences of the native speakers, which is a necessary condition for a successful dialogue of cultures are also discussed. The concept of communicative competence in teaching foreign languages stipulates development of students' knowledge, skills and abilities that enable them to join the ethno-cultural values of the country of the studied language and use the foreign language in situations of intercultural understanding and cognition in practice. Conjunction of such knowledge, skills and abilities constitutes communicative competence. Based on the results of the research, proposals are made for the curriculum and teaching of intercultural communication and methods of developing intercultural communicative competence of students of Kazakhstan universities in a networked environment.

scholarly journals Linguistic and Cognitive Analysis of Inter-Cultural Business Discourse from the Perspective of “Dialogue of Cultures” in the Formation of Inter-Cultural Communicative Competence

2020 ◽  
Vol 15 (09) ◽  
pp. 173
Author(s):  
Irina Belousova ◽  
Svetlana Bairamova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Communicative Competence ◽  
Business Communication ◽  
Russian Language ◽  
Intercultural Communicative Competence ◽  
Native Culture ◽  
Foreign Culture ◽  
Business Behavior ◽  
Synergetic System

The article discusses the creation of a qualitatively new educational system in intercultural business communication, capable of providing real interaction between specialists in the global cultural space. Under the current conditions of expanding international cooperation, the humanities specialist must speak a foreign language at a fundamentally new level as an instrument of professional intercultural communicative competence. The aforesaid determines the existence of contradictions between the provisions developed in linguistics and linguistic didactics concerning the theory of intercultural communication and methods of teaching foreign students the Business Russian Language and the lack of their integration and extrapolation in the training of foreign students for interaction in the business sphere of communication. The question of interest is what happens to a linguistic personality when it enters a "foreign" environment undergoing the processes of cognitive consciousness transformation. Based on the studies of the cultural synergy model in the formation of intercultural communicative competence of foreign citizens in business communication, it is concluded that the possession of a foreign-language code that allows a successful intercultural professional interaction requires knowledge of a “foreign” culture and determines the specifics of the social and business behavior of the speakers of this culture. In the “native" culture, a linguistic personality assimilates language through reality, and in a "foreign” culture, the reality is assimilated through language. In this case, the interaction process of communication participants is considered as a complex synergetic system, in which the traditions accepted in the native culture are neutralized and the traditions accepted in the culture of business partners are updated.

scholarly journals Intercultural Communication in Teaching Chinese to European Students

2015 ◽  
Vol 7 (2) ◽  
pp. 39-41
Author(s):  
Eva-Nicoleta Burdușel ◽  
Song Shaofeng ◽  
Li Caiyue
Keyword(s):  
Language Learning ◽  
Foreign Students ◽  
Chinese Language ◽  
Special Focus ◽  
Language And Culture ◽  
Reciprocal Influence ◽  
Complex Processes ◽  
Culture History ◽  
Tight Connection ◽  
Teaching Chinese

Abstract The major goal of the present study is to highlight to tight connection and interdependency between language and culture from both theoretical and applied perspectives, with special focus on the reciprocal influence and impact on teaching Chinese language and literature to foreign students, particularly in the European context. Famous scholars have wisely noted the sine-quanon relation of society, culture, history, geography and language evinced in the process of communication, at large, and most notably in translation, literary studies and language learning, which are complex processes requiring a thorough and conscious immersion in the context of the language. The paper also includes a case study on teaching Chinese language and culture to foreign students.

scholarly journals Peculiarities of foreign students educational process organization of teaching professionally-oriented English to students of non-foreign language faculties (specialization «Pharmacy»)

2019 ◽  
pp. 72-74
Author(s):  
Elena Aleksandrovna Kostareva
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
University Students ◽  
Foreign Students ◽  
Educational Process ◽  
Process Efficiency ◽  
Factors Influencing ◽  
The Given

The given article deals with some issues of foreign student’s educational process organization in teaching professionally-oriented English to university students of non-foreign language faculties taking into consideration their peculiarities as well as certain factors influencing upon the educational process efficiency. The article points out the difficulties that foreign students might experience when studying at the Russian Institution of higher education. As a means of solving the problem it is suggested to employ the most relevant methods of teaching in the educational process and to operate at three working languages: English, Russian and Arabic.

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