Chinese language as a tool for realizing the “Chinese dream.” Teaching vocabulary and grammar of Chinese as a foreign language Chinese as a second foreign language

In modern methods of learning a foreign language, much attention is paid to teaching vocabulary and grammar at the initial stage. The increased interest in these aspects is due to the oral nature of advance in teaching the Chinese language, as well as the ability and readiness of students at the initial stage to master a large number of lexical units. Teaching vocabulary is interconnected with teaching grammar. At the initial stage of learning the Chinese language, it is necessary to teach children not only to pronounce words correctly and understand their meaning, but also to arrange these words grammatically correctly in a sentence to convey their thoughts or the thoughts of another person.

Knowledge of grammar is the key to further successful learning. In a course of applied grammar, one should not just tell what is in the language, but, where possible, explain the essence of a particular grammatical phenomenon, show its place in the language system. In each block, the main attention should be paid to one or another grammatical phenomenon. Theoretical information on the grammar of the Chinese language has a certain importance, they form a basic understanding of the basics of the grammar of the Chinese language, but still, in order to eliminate all errors and misunderstandings, one must mainly rely on practical grammar, which reveals, in depth and in detail, those phenomena that can present a certain difficulty for study and full understanding.

For example, do they speak Chinese? shu "book", in English they say "book". These words sound completely different. This is what they say makes the Chinese language different from English. This is of course true. However, this is not the only difference between Chinese and English. When you say “two books” in Chinese, you say ???liang ben shu, i.e. the word?shu does not change. In English, in this case, you will have to say “two books”, and “books” turns out to be different from the previous “book”. In Chinese they say "the cover of the book", ??, in English they say "the cover of the book". Hence, it would seem that "of" in English corresponds? de in Chinese. However, these are different things: we put the word ?shu before? de, the English place "book" after "of". Let's imagine a language (of course, such a language does not exist, and this is just a conditional assumption) in which all the words would be exactly the same as Chinese; this would not necessarily mean that it is identical with Chinese.

For example, we say “my horse”, but in this imaginary language we might have to say???ma wo de. Or, suppose that instead of ??????ni xia le wo yi tiao "you scared me a lot." In this imaginary language we would say - ?????? - ni wo xia le yi tiao. In Chinese, the meaning of such a statement is completely incomprehensible: who, in the end, scared whom? In Chinese you need to say either???? ni xia le wo "you scared me", or? ? ? ? wo xia le ni "I scared you." Only in these cases will the meaning of the statement become precisely defined. Does this mean that in Chinese, of the words for frightening and frightened, one must come before the word? xia "to frighten", the other after it. Of course, the language allows you to place both words before the word “scare,” but to do this you will have to introduce some additional words into the statement. However, we cannot say that other languages will not have different means of expression. These differences are grammatical differences. Grammar is the rules for constructing speech. Grammar is not interested in the meanings of individual words, with the exception of perhaps a small number of units related to the construction of speech.

The grammatical features of the Chinese language are identical in structure and structure. It contains very few provisions and phenomena similar to the grammars of other languages. There is no pronounced division by time in it, but there are only time-indicative particles, such as, for example, ?,?.

Grammar has occupied different places in linguistic traditions, and in Chinese there was none at all, except for the description of “empty words”. However, in all traditions there was the idea of some primary meaningful unit, placed in dictionaries and occupying a central place in the grammatical description. In Russian, the corresponding unit is called a word. As noted by P.S. Kuznetsov, of all Russian grammatical terms, only the term “word” is original, the rest are borrowed.

Finally, in China, the only unit of grammar and vocabulary was the same “zi”, that is, a toned syllable that has a meaning (root syllable). Modern Sinology usually recognizes the existence in the Chinese language of at least complex words consisting of several syllables (the presence of affixation in the Chinese language is more controversial). However, the Chinese tradition never identified units intermediate between the root syllable and the sentence, and the existence of complex words in the modern sense, if noticed, was only at the same level at which stable phrases (phraseologisms) are recorded in linguistics. These examples do not exhaust all possible proposals, but only represent the most representative of them.

?????? I love good (his) people (person).
?????? My spouse is a good one.
?????? My passion is people.
?????? I am someone who loves good people.
?????? I am someone who loves people very much.
?????? The one who loves good people is me.
?????? For those who find it easy to love people, it's me.
?????? A good spouse is my spouse.
?????? Good people are my love.
?????? The good thing is that people love me.
?????? The good thing is that I love people.
?????? A good spouse is me.
?????? People are my passion.

In teaching Chinese grammar, one of the main tasks is to destroy, from the first days of schooling, a simplified understanding of categories such as subject and predicate. The relationship between subject and predicate in a Russian sentence is the grammatical agreement of two word forms. In the Chinese language, due to the lack of forms, there is no agreement; therefore, the subject (a structural element that performs this function) can consist of one word, a phrase, a sentence, or even a group of sentences.

Speaking about the fixed order of words in a Chinese sentence, it is necessary to emphasize that this fixation takes place only within the framework of the general rule: in a Chinese sentence, the subject comes first, then the predicate, i.e. in a Chinese sentence there is no need to look for words or phrases expressing the subject and predicate - they are always (fixed) in their places. The question is what to choose as a subject and predicate, what words and phrases to fill with these functions and put in the appropriate positions when generating your own statement? Let's see this with an example.

W? zuóti?n jiàn dàole zh?ng l?osh?. Yesterday I

met teacher Zhang.

W? zuóti?n jiàn dào de shì zh?ng l?osh?.

Yesterday I met Teacher Zhang.

Zh?ng l?osh? shì w? zuóti?n jiàn dào de. I

I met Teacher Zhang yesterday.

In the translation of each of these sentences into Russian, the subject will be the same word - “I”, and if we start from this, as often happens in practice, then all these sentences are perceived as complete syntactic synonyms, the predicates in the examples are underlined, from which it follows that these structures are not synonymous and should be translated into Russian differently.

Lexical and grammatical units of a language are the initial and necessary building material with the help of which speaking is carried out, therefore language material is one of the main components of the content of teaching a foreign language. At the moment, many methodologists are working on this problem (I.L. Bim, I.A. Zimnyaya, etc.).

Lexical speech skill includes two main components: word use and word formation. G.V. Rogov and I.N. Vereshchagina believe that the psychophysiological basis of lexical speech expressive skills is lexical automated dynamic connections as a unity of semantic auditory-vomotor words and phrases. The lexical correctness of foreign speech is expressed, first of all, in word usage, that is, in the combination of words of the foreign language being studied according to its norms, which often differ from the rules for combining their equivalents in the native language.

Let us pay attention to the goals and objectives of teaching grammar and vocabulary put forward by A.D. Klimentenko and A.A. Mirolyubov. The purpose of studying vocabulary, according to these authors, is the development of practical speech skills of students. The main difficulty in this case is the students’ mastery of real vocabulary, which should, as a result of assimilation, turn into the available vocabulary of each student.

Thus, the goals of teaching vocabulary in primary school include the formation of active, passive and potential dictionaries, as well as the requirement to develop guesses about the lexical meaning of unfamiliar words. In addition, in the process of learning vocabulary, certain general educational and educational tasks must be solved, with practical goals playing a leading role.

The multidirectionality of learning paths (native language: from practice to its awareness and improvement through making corrections; foreign language: from the awareness of new linguistic phenomena to their intuitive implementation in speech practice) requires a clear definition of the place of grammar in teaching a foreign language.

The basis of vocabulary as a certain system is the concept of a separate word, which, after all, plays an equally important role in grammar, and therefore requires some clarification, because, along with the sentence, it is one of the most controversial concepts in linguistics. It goes without saying that the concept of a separate word is connected, first of all, with the concept of a separate object, which appears as a result of an analysis of reality under the influence of our active attitude towards it. The essence of grammar consists only in general rules, and exceptions relate to vocabulary, except in those cases when the exceptions themselves are formed in the form of a certain rule that limits the action of another, more general one.

Alexandra SergeevaPhD, Institute of Asian and African Countries, Moscow State University. M.V. Lomonosov, RIAC expert

With the coming to power of the fifth generation of Chinese leaders, the call for the realization of the “Chinese Dream” - the “great rejuvenation of the Chinese nation” - has become increasingly common in the political lexicon. In recent months, there have been heated discussions in China and abroad about what is meant by this concept. The pride of the Chinese people and the main component of the “great revival of the nation” is undoubtedly Chinese culture in the broad sense of the word, including history, knowledge about modern China and the Chinese language, which have long become active conductors of the “soft power” of the PRC.

Realities and prospects for using the Chinese language as an important resource of “soft power”

Since the early 2000s, the world has seen a rapid increase in the number of people learning Chinese as a foreign language. According to official data from the State Office for the Propagation of the Chinese Language Abroad (abbreviated as Hanban), created in 1984 under the government of the People's Republic of China, there are more than 40 million of them around the world. Studying the language and culture of the Celestial Empire has become a fashionable trend; some countries have literally been gripped by a “fever Chinese language".

Photo: Reuters
Chinese President Xi Jinping calls for
to “implementation of the idea of a strong country,
national uplift and people's happiness"

Analyzing the causes of this phenomenon, we can talk about a set of conditions and the formation of certain prerequisites, both in China itself and abroad. The thirty-year period of “reform and opening up” and the “going outward” policy proclaimed in the field of foreign economic relations in 2000 led to stable economic growth and rapid development of China. Due to the significant increase in the power and influence of this country on the world stage, learning the Chinese language for many is becoming a factor in a successful career, allows them to find a better job, and opens up access to a wider market for their products. Studying and teaching the Chinese language is especially necessary in countries that are dynamically developing trade and economic partnerships and long-term cooperation with the PRC. Thus, in the countries of East and Southeast Asia, some export-import companies have even introduced knowledge of the Chinese language as a criterion required for hiring.

At the same time, the active policy of the PRC leadership plays a significant role in the spread of language and culture abroad, primarily the development of the system of Confucius Institutes and various cultural and research centers.

The global network of Confucius Institutes covers many countries of the world, including Russia. The State Office for the Propagation of the Chinese Language Abroad has opened more than 350 Confucius Institutes and Classes in 113 countries. The first Confucius Institute appeared in 2004 in Seoul (South Korea). Confucius Institutes and Classes is a non-profit public organization whose goals are to teach the Chinese language and spread Chinese culture. In addition, the Institute’s tasks include organizing scientific conferences, popularizing language and culture through various events and competitions dedicated to China, conducting a qualifying test for knowledge of the Chinese language (HSK), preparing and publishing educational literature on the Chinese language, student and teaching internships in China , consultations on studying in China.

By 2020, the Office plans to increase the number of Confucius Institutes to 1000. There are more than 20 Confucius Institutes and Classes in Russia - in Moscow, St. Petersburg, Vladivostok, Kazan, Novosibirsk, Yekaterinburg and many other cities. The number of people studying Chinese in Russia is more than 25 thousand people (in universities).

Photo: Voice of Russia
Russia-China: “Forever friends, but in no way
not enemies"

Studying and teaching the Chinese language is especially necessary in countries that are dynamically developing trade and economic partnerships and long-term cooperation with the PRC. Thus, in the countries of East and Southeast Asia, some export-import companies have even introduced knowledge of the Chinese language as a criterion required when hiring.
Another direction is providing foreign students with government scholarships to study in China. Thus, according to the Commission on Government Internships under the Ministry of Education (which has existed since the 1980s), in 2010 the Chinese authorities allocated 650 million yuan (about $80 million) for this purpose. It is also worth noting the activities of the Taiwanese Jiang Ching Guo Foundation, named after the former president of Taiwan, which finances projects and provides grants to foreign sinologists, including from Russia and Eastern European countries.

The activities of the Research Center for Foreign Chinese Studies, created in 1996 on the basis of Beijing Foreign Studies University, deserve close attention. He is engaged in the development of theoretical Chinese studies in China and abroad, and also finances some scientific programs of foreign researchers, including from Russia. The center prepared and published the following publications: “The History of Teaching Chinese in Russia in the Initial Period”, “A Brief History of Orthodoxy in China”, “The History of Sinology in Russia”, “Russian Spiritual Mission in Beijing”, etc.

As the leader of China emphasizes, a comprehensive study of history, culture, as well as teaching and studying the Chinese language provides the opportunity for communication between countries, instills interest in China, and provides understanding and respect for the customs and traditions of the Chinese people. It's no secret that in reality, the general understanding of peoples about each other at the everyday level remains blinkered and outdated. In the 1990s, Russians and Chinese got to know each other mainly through cross-border trade, which did not require deep regional knowledge. But Russia and China are carriers of rich history and culture, and they have something to offer, in addition to goods labeled “made in China” or natural raw materials. Therefore, the main goal of the policy was the formation of a bright and positive image of the country (both China and Russia).

Photo: “Significantly increase soft forces
in the face of culture... in a broader step
to bring Chinese culture abroad..."
(from Hu Jintao's report at the 18th National Congress
PDA)

Currently, in Southeast Asia, the Chinese language is actively competing with the English language. The Chamber of Commerce and Industry of the People's Republic of China in Singapore has been organizing business Chinese courses for several years, and since 2009.

Since the 17th Congress of the CPC (2007), Chinese cultural centers (CCCs) began to open around the world. By the end of 2011, there were 9 such centers, including in Egypt, France (Paris), South Korea, Germany (Berlin), Japan (Tokyo), Mongolia and other countries. In 2012, CCCs were opened in Bangkok, Moscow and Madrid. In 2013, Singapore, Pakistan, Sri Lanka, Serbia, Mexico, and Canada are next in line. In addition, it is planned to sign intergovernmental agreements on the opening of such centers in Turkey, Romania, Hungary, Italy, India, and the UK. For the period from 2007 to 2011. More than 26 thousand people studied at the KCC, more than 2,500 events were held.

The “Plan for the Development of CCCs Abroad” is included in the 12th five-year plan for the socio-economic development of the PRC, designed for 2011-2015.

At the end of December 2012 in Moscow, on Pravdy Street, not far from the Belorusskaya metro station, the first CCC in Russia was opened. The premises have a total area of about 3026 sq. m there are exhibition, digital and multifunctional halls, auditoriums, and a library. The center organizes film screenings, meetings with famous figures of science and culture, Chinese language courses, and classes in Wushu, calligraphy, Chinese painting and cooking.

This activity gives new impetus to Russian-Chinese relations and contributes to knowledge about each other reaching a qualitatively new level. In the context of the growing potential of our states and the strengthening of strategic partnerships and cooperation, the formation of an objective and balanced understanding of each other among broad sections of the population of both countries is a truly important and far from solved task.

Chinese vs English?

The Singapore government provides financial support to Chinese language learners.

Chinese is one of the official languages of the UN and the SCO; it is spoken in the PRC, Taiwan, Singapore and in numerous and very influential Chinese diasporas around the world. For example, learning Chinese is included in the school curriculum in Malaysia and Singapore. It should be noted that in the countries of Southeast Asia, ethnic Chinese have managed to occupy leading positions in important areas of the national economy, concentrating huge financial flows in their hands. Associations of overseas Chinese and the Chinese diaspora are active here, kindergartens and schools teaching Chinese, higher educational institutions and Chinese-language media are opening.

Free government programs for studying the Chinese language (short-term programs “Get in touch with your native roots”) in the PRC and Taiwan are very popular among representatives of the foreign Chinese diaspora, who send their children and grandchildren to their historical homeland to study the language, history and culture. These programs represent very valuable experience for Russia in the context of implementing a policy to involve highly qualified specialists who have left in the process of modernization of our country.

Currently, in Southeast Asia, the Chinese language is actively competing with the English language. The Chinese Chamber of Commerce and Industry in Singapore has been organizing business Chinese courses for several years, and since 2009, the Singapore government has provided financial support to Chinese language learners. For many specialists from large companies, English no longer has the same crucial importance, because most clients are focused on China and need language support in the process of establishing business contacts with local entrepreneurs. English is undoubtedly an essential attribute of every educated person, but today there is a need to understand Chinese as well.

Will Chinese be able to share the leadership position with English in regional international relations? It is very difficult to answer this question unambiguously. The area of influence of Chinese culture is limited primarily to the Asia-Pacific and Southeast Asian regions, regions with prevailing Confucian and Buddhist values. Western popular culture and the spread of the Internet, as the most important elements of foreign soft power, today have a much greater influence on Chinese society, especially young people, than before.

What we can use from the Chinese experience

Photo: Substudio.com
Chinese is the new dominant language
on the Internet

To date, the Russkiy Mir Foundation has opened 5 Russian centers in China at the Beijing Foreign Studies University, Dalian Foreign Studies University, Jilin University, Macao Inter-University Institute and Shanghai Foreign Studies University.

The Russian side is taking similar steps to spread the Russian language and culture abroad, including in the Middle Kingdom. To date, the Russkiy Mir Foundation has opened 5 Russian centers in China at the Beijing Foreign Studies University, Dalian Foreign Studies University, Jilin University, Macao Inter-University Institute and Shanghai Foreign Studies University. In these centers you can read books from leading Russian publishing houses in Russian, watch classics of Russian cinema and modern cinema, get free access to electronic databases of Russian media, texts of encyclopedias, dictionaries and reference books. Libraries of Russian literature and cultural centers are being opened in the PRC, grant projects are supported, Russian language courses are held (in Harbin, Urumqi, Hong Kong), and books on the Russian language are published. Chinese versions of interactive educational programs are posted on the Foundation's Internet portal.

Russia and China hold cross years of national culture and language, years of tourism and youth. In 2012, the Chinese government invited 50 Moscow families to live with Chinese families. More than 200 events are planned to be held as part of the “years of tourism” in China and Russia.

In 2011, the Chinese government adopted a three-year program “Cultural China. Flourishing on the Four Seas”, “Chinese Talents and Arts”, “Chinese Traditional Medicine” and many other programs aimed at strengthening the influence of the Chinese language and culture abroad, demonstrating to the world a new image of China.

The active dissemination of the Chinese language is an integral part of the PRC’s policy of pursuing “Chinese globalization” and creating a “powerful cultural state” within the framework of a “harmonious world.” This should become an effective tool for solving the country’s internal and external problems. China shows great interest in spreading its national culture and language, which is backed by strong political and economic influence. Many people believe that the Chinese language has a chance to become an instrument of international communication. However, there are those who hold the opposite point of view, pointing to the difficulties of mastering this language, serious cultural differences, the insufficient attractiveness of the ideas and concepts of traditional Chinese culture for a modern globalized society, and the gradual Westernization of China.

Time will tell how successfully and to what extent the “Chinese dream” will replace the “American dream”.

1. People's Daily, 03/08/2012.

2. Data are drawn from personal conversations of the author during the 7th international conference organized by the International Society for Overseas Chinese Studies in Singapore in 2010.

Bookstores in the modern world are losing their main function of selling books: online platforms and electronic publications call into question the very existence of printed materials. But the stronger the need for offline bookstores as a place for meeting and discussion becomes. The Bookworm is an iconic place in modern Beijing: an independent bookstore, a library, a publishing house, an annual festival and a platform for communication among the most intellectually active part of the capital's expat community and beyond. Yulia Lobyntseva, former event manager of The Bookworm, told Magazeta about the life of the main independent bookstore in Beijing.

From teaching Chinese to art

I came to China for the second time in 2012 on a scholarship from the Confucius Institute for a master's degree in teaching Chinese as a foreign language, but quickly realized that this was not for me and decided to stop further studies in this direction. Before that, I went for one academic year as an exchange student between the Volgograd Pedagogical University, where I studied, and the Tianjin Language Institute.

After leaving my master's degree, I moved to Beijing and decided that I would become a curator. With my persistence, I managed to get a job at a Tibetan art gallery in Beijing's 798 art district. Then I realized that I couldn't just be a great curator, and I found an advertisement for a job in The Bookworm for the position of events and marketing manager (marketing manager and organization of events). I told my future boss about my love for literature, he answered me something in completely incomprehensible Irish English, and that’s how they accepted me.

Julia from The Bookworm

The Bookworm is an independent bookstore, which means the Chinese government does not provide any financial assistance or influence on its operations, and it relies on money from book sales, event tickets, and restaurant proceeds. And most importantly, The Bookworm is a cultural space where authors, journalists and various “intellectuals” like to hang out. That is, three places are combined there: a bookstore, a cultural space and a restaurant.

The Bookworm hosts various discussions, book presentations, poetry slams, etc. almost every day. I was mainly involved in organizing these events. I was also involved in promoting the place, public relations, in general, I lived and slept there (sometimes I even poured drinks at the bar). Everyone in Beijing knows me as Julia from The Bookworm, although I no longer work there.

All my colleagues were Chinese, all the restaurant staff were also Chinese, that is, without knowing Chinese they would not have accepted me - you need to work with them somehow, the waiters need to develop the concept that the client is always right (service is difficult in China), constantly make sure that they are doing their job, etc. I often explained to the guys from the book section how important it is for the buyer to advise something, ask what he is interested in, what he does, etc.

My boss was an Irishman, a former journalist who worked for The Telegraph publishing house. I almost always worked alone, except for the time when we were preparing for the Literary Festival, then we already hired a team of guys from the USA, Belgium, Iran and Britain. And in the end, the guy from the USA and I worked together for another two years.

Gradually, The Bookworm stopped being just aimed at expats and we started doing Chinese events and translating all the listings on all the marketing platforms we used from English to Chinese.

Bookstore as a cultural space

The events were completely different; there were, of course, many oriented towards China and Chinese culture. The most popular events are “Where is China heading next?” (What awaits China?), “What is the future of Hong Kong?” (What is the future of Hong Kong?), "Tech in China" (Technology in China) or "I was a foreign kid when Tiananmen happened." And the most popular is something on the topic of relations between the United States and China.

There were really cool book presentations with famous authors, journalists, and even Art Spiegelman came. But there were still a lot of requests from foreign guys to present their book about how they seduced Chinese girls or learned about Confucianism. The world no longer needs such books and events, so I tried to disown them.

More and more Chinese have been coming since 2014. In general, I divided all the visitors into categories, from the Chinese public I singled out five: 1) a Harvard graduate, he would argue with any speaker and ask 6 questions, although only one was allowed; 2) a defender of the Chinese party, who will definitely engage in a discussion about what foreigners should think about themselves before discussing China; 3) very smart guys who are friends with and are sure to know some lawyer exiled to Australia; 4) an underground scene that makes films about the LGBT community; and 5) just interested guys, fans of the speaker, etc. There are even more categories of foreign visitors.

We held almost all the events. When there were controversial events, uniformed police sometimes came to watch and listen. But obvious conflicts never arose.

Teaching methodology

Lebedeva Natalia Alexandrovna

Ph.D. Philol. Sciences, Associate Professor, Professor of the Department of Languages of Asia-Pacific Countries of the Eastern Institute - School of Regional and International Studies of the Far Eastern Federal University Email: [email protected]

Some features of teaching Chinese as a second foreign language

Key words: Chinese as a second foreign language, methodological features of teaching, independent work of students

The article is devoted to the peculiarities of teaching Chinese as a second foreign language, describes the principles of organizing classroom lessons, selecting additional materials, and independent work of students.

The processes of globalization and integration taking place in the world, the expanding interaction between countries with different types of cultures, increasingly require the training of personnel who speak foreign languages. In the modern period, it is no longer translators who are intermediaries between specialists who are in greater demand, but professionals in various fields who have the necessary linguistic knowledge. In recent decades, in the Russian Far East, due to the active development of contacts with Asia-Pacific countries, interest in the study of Eastern languages, primarily Chinese, has been steadily growing. Far Eastern Federal University provides the opportunity to study Chinese as a second foreign language for students in such areas of training as “International Relations” (798 classroom hours), “Foreign Regional Studies” (810 hours), “Political Science”, “Conflict Studies” (140 hours), “Sociology” ", "Philology" (180 hours), "Economics" (144 hours), "Tourism and social service" (360 hours), "Hotel management" (360 hours).

It is clear that the study of Chinese as a second foreign language differs from its study by philologists. In this regard, one of the most important methodological problems is to determine the correct, realistic goal set when studying Chinese as a second foreign language. The insufficient development of the general methodology for teaching the Chinese language does not help to clarify the issue, although recently there has been a growing understanding in the teaching community that such a situation is inadmissible, and more and more attention is being paid to this issue. The Confucius Institutes and classes operating in Russia also provide a powerful incentive to comprehend the methodology.

Traditionally, experts in Chinese language teaching methods identify the following goals:

"1. Teaching language as an object of professional activity (can conditionally be called academic or philological).

2. Teaching a foreign language as a tool for solving other (non-linguistic) problems (can conditionally be called applied).

3. Teaching a foreign language as a means of non-professional communication (can conditionally be called practical or everyday).

From our point of view, teaching Chinese as a second foreign language does not fit into this classification, since it does not fully correspond to any of the proposed gradations. This is, of course, not a professional philological study, as evidenced by the insufficient number of hours, lack of aspect-based teaching, language practice, and foreign internships. It is hardly possible to talk about applied learning, although exceptions here may include Chinese language study programs in the areas of training “Tourism and Social Service” and “Hospitality”. It is also not possible to call studying Chinese as part of a university program practical or everyday.

We believe that the purpose of this course is to teach students to master oral and written speech within the vocabulary, hieroglyphs and grammar defined by the program, to create a base and prepare opportunities for further study of the language if the need arises to use it in their professional activities.

But even when studying the Chinese language within the framework of a limited training course, the student must acquire certain skills and abilities, including mastery of standard pronunciation, the ability to understand oral speech and conduct monologue and dialogic speech, mastery of basic knowledge of grammar and vocabulary of the Chinese language, reading techniques and hieroglyphic writing skills.

We emphasize that we see the main goal of teaching Chinese as a second foreign language in a small number of hours compared to philological training, first of all, not so much in mastering a certain amount of language material, but in the formation of language skills and abilities sufficient for communication and further language learning. This is possible with the most effectively organized and conducted classroom lesson and correctly, and therefore effectively, structured independent work. With a small number of classroom hours and in the absence of multidimensionality, from our point of view, one of the most important principles of organizing a lesson should be its comprehensive nature. With two or four classroom hours a week, it can hardly be considered methodologically justifiable to dedicate an entire lesson to watching video materials or doing written exercises.

Agreeing with the point of view that the function of the main unit of learning is performed by the exercise, and not by a hieroglyph, word or grammatical structure, we note that when

When teaching Chinese as a second foreign language, complex exercises and tasks should prevail.

By complex exercises we mean exercises that simultaneously train various skills and abilities. For example, a teacher invites a student to write down the words named in Russian in hieroglyphs on the board, compose a sentence from them, read it, translate it, then, based on its content, ask his classmates a few questions. Or, after watching a video, students discuss its content, then write a statement on this topic. You can also ask each student to act as a teacher and check their classmate's work after the test.

Another important methodological feature in teaching Chinese as a second foreign language is teaching students methods and techniques for independent work both at the initial stage and at all subsequent ones. Of course, in any process of mastering knowledge, the role of independent work is great, but in conditions of a limited number of classroom lessons and in view of the prospect of further improvement of the language, these skills acquire special importance.

Before covering this topic, let’s say that we will be talking about teaching highly motivated students aimed at mastering a complex oriental language for use in their future lives and activities. We will not present techniques and methods that would attract an uninterested audience.

Students must learn that no matter how complex the Chinese language may seem, when studying it, the rule “from simple to complex” works just as well, so the principle of gradual and consistent mastery of the material must be put at the forefront. When introducing hieroglyphs, this principle is expressed in the fact that first of all, the teacher introduces the basic set of simple features (horizontal, vertical, hook, folding to the right, folding to the left, point), from which graphemes (keys) are first composed, and then hieroglyphs . Having mastered the keys, you can easily learn to memorize hieroglyphs. The memorization process will be easier if you do not rely solely on mechanical memory, but also use associative connections between the image and the meaning of the hieroglyph.

When studying phonetics on your own, it is important to reproduce, following the sound recording, the basic sounds, four tones, and general intonation of the sentence. Students should be encouraged to listen to as much Chinese as possible in different varieties. Here, success depends on the amount of training; the student’s ear for music also matters.

When studying grammar, the material is placed in the textbook from simple sentences to more complex ones, the use of simple constructions precedes complex ones.

The next principle, important for independent study, can be formulated as follows: “I learn new things, repeat old things.”

Students should learn that learning any language is a very labor-intensive process, learning a language with hieroglyphic writing is especially important. Therefore, in parallel with the assimilation of new knowledge,

In addition, it is necessary to constantly repeat the material already covered, identifying what has not been sufficiently mastered or forgotten. Such self-control will allow you to realistically assess your level of knowledge and correct it.

The third principle in independent studies involves testing theory with practice. It is important for the student to determine for himself whether the hieroglyphs and words have been learned, whether the grammatical material is understood, and whether the vocabulary has been mastered. To do this, you can use hieroglyphic cards and additional testing materials. Conversations with native speakers are useful for practicing speaking skills.

Thus, correctly structured work with a textbook, training in correct pronunciation, writing hieroglyphs in compliance with the rules of stroke order, mastering techniques for memorizing hieroglyphs, self-control when mastering vocabulary, performing listening tasks, writing sentences from one language to another - all these types of tasks require formation and further improvement of relevant skills and abilities. The teacher in the classroom should pay considerable attention to this.

Another important principle of organizing classes when studying Chinese as a second foreign language is the maximum active use of interactive learning resources, the use of various technical means both during classroom lessons and during independent work of students. The use of special learning sites, programs, electronic dictionaries, participation in trial SC exams and other opportunities will make language learning more diverse and interesting.

It is also important to consider the thoughtful and methodologically justified selection and use of additional materials, in addition to the main textbook “Practical Course of the Chinese Language” by A.F. Kondrashevsky and others. The materials used should be a grammatical and lexical expansion and deepening of the topic of the basic textbook. Here, in addition to the basic principle of teaching - multiple variable repetition of learned samples - the well-known time limitation of a second foreign language course is also taken into account, in which it is not possible to consider all grammatical models and lexical phrases. Additional materials, for example, texts, should show how the already studied grammatical models function in a slightly different, more expanded lexical environment.

Experience shows that it is very convenient to use the Chinese textbook, which is repeatedly reprinted (“Fundamentals of Chinese

Thai language"), prepared by the Beijing Language Institute. Although the lesson distribution of grammatical material does not always completely coincide, it nevertheless corresponds to a known logical sequence and tradition, so this textbook can be used quite actively, combining it with the textbook “Practical Course of the Chinese Language” by Kondrashevsky.

An example is working with lesson 48 from the basic textbook, the topic of which is “Spring Festival among Chinese friends.” In “Basics of the Chinese Language,” lesson 31 is devoted to this topic. Although the texts describe different situations - a visit to a Chinese family during a holiday

Spring and a walk in the park during the Spring Festival - the vocabulary is almost the same, the amount of grammar already studied allows you to easily cope with the translation of additional text.

Considering the thematic similarity, you can also use lessons 4 and 11 from the textbook “^r^o” as additional materials

Chinese. A New Start”, prepared jointly by FENU and Heilongjiang University. Lesson 4 contains dialogue and text on the topic of Spring Festival", lesson 11 in

dedicated to the theme “YSH^SCHISH^ Christmas is celebrated in Russia.” The frequency of repetition of vocabulary in the texts is high, while new words and expressions are introduced (Christmas, names of Russian and Chinese folk holidays, New Year tree, etc.)

One should take into account the fact that additional materials become an important element in the process of intercultural communication carried out when learning a foreign language. This thesis is convincingly confirmed by the previous example, which examines the topic of national holidays. Mastering vocabulary, reading texts, and speaking practice expand students’ knowledge about the features of national holidays in Russia and China, and also allow them to see their general characteristics.

Lesson 50 from the basic textbook, containing vocabulary and dialogue about visiting an art exhibition, provides an opportunity to expand students' knowledge in the field of Chinese traditional painting "Guohua" and get acquainted with its main genres. When studying both topics, using video footage can have an additional positive effect. While we are talking about teaching highly motivated students, we emphasize that working with additional texts and exercises helps strengthen the desire for further language acquisition, increase the level of psychological comfort and confidence in successful learning results. Do not underestimate the emotional and psychological component of the process of learning a foreign language, especially one as labor-intensive as Chinese. When a student discovers that he is successfully coping with an unfamiliar text, he experiences an understandable uplift, and his desire to continue learning the language grows. At the same time, an understanding arises that there are other ways and forms of expressing thoughts than in the textbook, that there is still something to work on. In addition, the use of other materials creates the effect of novelty and variety, which helps reduce the monotony of the educational process and increase concentration.

Thus, when selecting additional materials for a lesson, the teacher must first of all think about how the proposed material corresponds to the tasks and objectives of the training, how it affects increasing the efficiency of the educational process.

Another important feature when studying the Chinese language in the absence of a language environment can be considered to be targeting students to create such an environment as much as possible, to seek contacts with native speakers of Chinese. Participation in extracurricular activities, in events held by the Confucius Institute, communication with Chinese students, short trips to China as part of tourist groups or on summer courses will help

strengthen in practice the knowledge acquired in the classroom and provide incentive for further study of the Chinese language.

So, we can conclude that the features of teaching Chinese as a second foreign language determine the uniqueness of the techniques and methods used by the teacher. A relatively small number of classroom hours, the lack of multidimensionality, and limited opportunities for language practice require careful and methodologically correct organization of classroom lessons, specific instructions for students’ independent work and strict control over it.

Literature

1. Kochergin, I. V. Essays on linguodidactics of the Chinese language. -M.: East - West, 2006. - 192 p.

2. Minyar-Beloruchev R.K. Methodological dictionary. Explanatory dictionary of terms for teaching foreign languages. - M.: Stella, 1996. - 144 p.

3. Practical course of the Chinese language: in 2 volumes / A. F. Kondrashevsky, M. V. Rumyantseva, M. G. Frolova; resp. Ed. A. F. Kondrashevsky. -M.: Eastern Book, 2012. - 768+752 p.

4. Semyonova T.M. Review of research in the field of teaching methods of the Chinese language // Young scientist. 2012. No. 12. P. 510-512.

5. 2004 -115^o (Chinese language. New start. Part 8. Beijing, 2004. - 115 p.).

6. 1991, - 416 ^ (Fundamentals of the Chinese language. Part 2. Beijing, 1991. - 416 p.).

Watching the Chinese. Hidden rules of behavior Alexey Alexandrovich Maslov

Let's learn Chinese in China

In China itself there are many opportunities for learning the Chinese language, but there are a lot of subtleties here too. And the first thing is that To successfully teach Chinese to foreigners, the Chinese themselves need to know a special technique of Chinese as a foreign language, have the necessary set of textbooks, audio and video materials. Wherever you decide to learn Chinese, immediately ask to show you a step-by-step training program, a set of necessary literature, check the availability of test and control tasks, check the level of training of the teacher himself. The competition among the Chinese in this market is so great that do not be afraid to sift through a dozen offers - in the end, you will quickly find what you need.

There are several opportunities to learn Chinese in China itself. These are courses at universities, Chinese language schools for foreigners and private teachers.

The best training in this regard can be provided by specialized universities., where there are always short-term Chinese language courses. Universities must be specialized, preferably linguistic (for example, Beijing Foreign Studies University, Shanghai Foreign Studies University, etc.). Today, many Chinese universities, in an effort to attract additional funds, are happy to offer foreigners language courses for any duration and in any volume, but in the vast majority of cases they may not even have certified teachers of Chinese as a foreign language, not to mention specialized textbooks.

Some universities have the right to conduct the state exam for knowledge of Chinese as a foreign language - HSK. There are several levels of HSK. This is a very strict, comprehensive and not always simple test; as a guide, we will only point out that in order to study at a Chinese university in one of the specialties, you need to have knowledge of the language at a certain (very high) HSK level. HSK certificates are recognized in many countries around the world and are the only official document confirming knowledge of the Chinese language. If you're learning Chinese for yourself or for business communication, you're unlikely to need to take this test, but it's still worth a try. At the very least, you will be able to test your actual knowledge of the Chinese language based on modern standards.

The second option is Chinese language schools. Most often they are private firms created either by the Chinese themselves or jointly by the Chinese and foreigners. They are very popular because they provide students with a very wide choice of forms of classes - you can come to their office or the teacher can come to you, depending on how convenient it is for you, etc. Schools can be very well equipped, have clean audiences. Sometimes they are taught by very experienced teachers, and teachers from some universities also work here. But the Chinese quickly realized that the vast majority of foreigners do not master the Chinese language very quickly due to its specifics (hieroglyphic writing, tonal structure, different order of phrase construction, etc.), and therefore the main thing is to make them feel comfortable and It's not boring in class. This is why language courses often turn into a mixture of conversations about Chinese cooking, calligraphy, the tea ceremony, the Great Wall of China, etc., that is, about all the typical symbols of China that attract foreigners so much. Naturally, fluency in Chinese is out of the question in this case. These schools also do not have the right to conduct independent testing according to the HSK system.

The vast majority of these Chinese language schools for foreigners are unsystematic in the preparation process, they do not strictly monitor attendance and your progress - the main thing is that you do not get bored. If you are serious about learning at least the basics of Chinese, check out the program in advance. find out how long and what level you can reach, explain that you want to study the Chinese language, and not the basics of Chinese culture(the latter makes sense to teach in a more academic manner).

In both cases, both university and school courses, there are several serious shortcomings. First of all, their teachers are not very interested in strictly monitoring the knowledge of foreigners; tests and control tasks are often a formality. The main thing is that the foreigner does not leave these courses and continues to pay.

Finally, there are private teachers - perhaps the most convenient way to learn Chinese in China. You are not strictly tied to the time and place of classes, you can easily reschedule lessons depending on your business schedule, although systematicity in this matter is required. In terms of fees, it may be cheaper than classes at universities and schools. A lot depends on the teacher here. Many senior Chinese students earn extra money by teaching Chinese to foreigners; their advertisements are full of newspapers and English-language magazines, which can be found for free in the lobby of any hotel or Western restaurant. With rare exceptions, this is not the best option, since students are usually unfamiliar with the actual methods of teaching Chinese to foreigners. It is better to turn to professional teachers who have many years of experience working with foreigners, it is desirable that these teachers themselves have ever worked or studied abroad.

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