METHODOLOGICAL ASPECTS OF TEACHING CHINESE TO RUSSIAN SCHOOLDILDREN

Abstract. In recent decades, the growing economic power of the People’s Republic of China has contributed to the popularization of the Chinese language throughout the world. In turn, a specific interest in learning Chinese in Russian schools is caused by several factors, such as the continued development of strategic partnership between Russia and China, the strengthening of Sino-Russian international trade and economic relations, business development between companies of the two countries, the increasing of academic exchanges between universities. In this context, many schoolchildren associate the choice of further education and future professional career with the Chinese language. It is especially evident in the Far Eastern region because of the proximity of the borders with China. The increasing demand for learning Chinese leads to the need to create new teaching methods according to modern realities and the specifics of the Chinese language.

Currently, there are many methods of teaching foreign languages possessing their advantages and disadvantages. The constant alternation and modification of methods indicate the permanent search for the most effective method.

The recognition of the communicative approach in teaching foreign languages has led to the reconsideration of the teaching process by teachers. Scientists recognize the communicative approach as the most optimal method.

However, despite the rich theoretical base, there are violations in following the principles of the communicative approach in practice. The programs of some educational organizations are only partly adapted. Graduated students are faced various difficulties in the process of foreign language communication.

This article provides a comparative analysis of the current methods of teaching Chinese used in Russian schools; compares them with the methods of teaching Chinese used in China; examines the problems encountered by teachers of Chinese in Russia.

The study uses a combination of such empirical and theoretical methods as analysis, synthesis, comparison, deductive method, advanced pedagogical experience study and generalization, literature study on the subject of research.

Keywords: the method of teaching foreign languages, the communicative approach, Chinese language, Russian schoolchildren

Liudmila S. Makogon

Institute of Foreign Languages Peoples’ Friendship University of Russia (RUDN University)
Moscow, Russia
e-mail: 1042210220@pfur.ru
ORCID iD: 0000-0003-4018-154X

Demina, N.A. 2006. Methods of teaching practical Chinese. East lit., Moscow, 88 pp.

Ethnologue 2022. Chinese, Mandarin. https://www.ethnologue.com/language/cmn. (accessed: March 21, 2022).

Gong Yang, Lai Chun, Xuesong Gao. 2020. The teaching and learning of Chinese as a second or foreign language: the current situation and future directions. Frontiers of Education in China 15 (1): 1–13.

Guruleva, T.L. 2021. Approaches to teaching the Chinese language in the aspect of formation of the intercultural educational paradigm. Language and culture 54: 113–130.

Ingela Yuying Jin. 2014. Chinese teaching practice at Stockholm university. In: Chinese as foreign language (CFL) teachers and teaching: theory and practice, Proceedings of the 2nd international symposium of CFL teachers and teaching, Aarhus University, Denmark 4–5 December 2014, Zhang Chun & Mette Thuno, pp. 79–88.

Kirgintseva, M.V. 2020. All-Russian Olympiad of schoolchildren as an incentive to learn Chinese. The world of pedagogy and psychology 6 (47): 16–34. https://scipress.ru/ pedagogy/articles/vserossijskaya-olimpiada-shkolnikov-kakstimul-izucheniya-kitajskogo-yazyka.html. (accessed: March 26, 2022).

Koshkin, A.P. 2015. Elementary Chinese Grammar with Explanations and Exercises. VKN, Moscow, 480 pp.

Ministry of Science and Higher Education of the Russian Federation 2021. Russian and Chinese universities have signed cooperation agreements. https://minobrnauki.gov.ru/press-center/ news/?ELEMENT_ID=39705#. (accessed: March 22, 2022).

Ministry of Science and Higher Education of the Russian Federation 2020. The number of participants in academic exchanges between Russia and China has reached 100 thousand people. https://minobrnauki.gov.ru/press-center/ news/?ELEMENT_ID=25237. (accessed: March 22, 2022).

Raspertova, S.Y. 2018. Learning Chinese in the context of the All-Russian Olympiad of schoolchildren (on the example of tasks of the municipal stage of the 2017-2018 academic years). Education and pedagogical sciences 3 (802): 91–105.

Shchukin, A. N. 2015. Methods of teaching foreign languages: textbook for student’s institutions of higher education. Publishing Center “Academy”, Moscow, 288 pp.

Tatarnitseva, S.N. 2021. Methods of teaching foreign languages: theory and practice. Publishing House of TSU, Togliatti, 329 pp.

Wu Zhongwei. 2014. Balance of Form and Content-Principles and Strategies. In: Chinese as foreign language (CFL) teachers and teaching: theory and practice, Proceedings of the 2 nd international symposium of CFL teachers and teaching, Aarhus University, Denmark 4–5 December 2014, Zhang Chun & Mette Thuno, pp. 1–13.

Zhiyan Guo. 2021. A Study of Chinese Language Teaching at British Universities: How Communicative are Chinese Teachers’ Methods? International Journal of Chinese Language Teaching 2 (1): 66–86.

Zhukova, N. A. 2020. Practical course of foreign language teaching methods: Practicum. ALTSPU, Barnaul, 108 pp.