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Abstract. The processes of globalization and integration taking place in the world, the growing interaction between countries with different cultures, increasingly require the training of personnel with the skills and knowledge necessary to solve the problems of globalization and integration in foreign languages. To a greater extent, in the modern world, there is no need for interpreters to act as intermediaries between specialists and professionals from various fields with the necessary language skills. In recent decades, in Russia, due to the active development of contacts, interest in studying Oriental languages, especially Chinese, has been steadily growing. The Institute of Foreign Languages (IFL) of the Peoples’ Friendship University of Russia (RUDN University) offers the opportunity to study Chinese as a foreign language. The authors of the article give a comparative analysis of the teaching of foreign language methods in Russian and Chinese universities to create a communicative-active approach to teaching Chinese as a foreign language. They pointed out the following teaching principles: gradual and consistent mastering of material, repetition, testing theory by practice, the principle of organizing interactive classes and self-study. Methodical recommendations
are offered for educators who teach Chinese as a foreign language in the form of complex exercises and language games. The article aims to choose the best educational trajectory for students from Intralinguodidactics. Based on personal experience in IFL RUDN University and a comparative analysis of the methods of teaching Chinese in Russia and China, the authors share their methodical tips in FLT. Special attention is paid to lexical and hieroglyphic games. The game manages to achieve a shift in an angle: a language is no longer an object of study, but a specific tool, a tool that it should be in the natural environment. Students understand that language can be used. Features of teaching Chinese as a second foreign language determine the originality of the techniques and methods used by the teacher. A relatively small number of class hours, the lack of multidimensionality, and limited opportunities for language practice require careful and methodically correct organization of classroom lessons, specific instructions for independent work of students and strict control over it.

Keywords: Intralinguodidactics, Chinese as a foreign language, teaching methods, methodical recommendations

Yi Anran1, Diouani Refka2

1Peoples’ Friendship University of Russia
Moscow, Russia
2Higher Institute of Languages of Tunis University of Carthage Tunis, Tunisia
1e-mail: 1042198025@rudn.ru ORCID id: 0000-0001-8990-4898
2e-mail: refka933@gmail.com

Kochergin, I.V. 2006. Essays on the linguodidactics of the Chinese language, 2nd ed. ACT East-West, Moscow, Russia, 192 pp. Lebedeva, N.A. 2009. Teaching methodology. FENIX, Rostov-onDon, Russia, 414 pp. Li, Y. X. 2010. Differences in Teaching Chinese as foreign in Russian and Chinese universities. In proceedings: Relevant issues if the Chinese language methods. Far East University publishing, Vladivistok, Russia, pp. 8-11.