The Research Of Strategy For Improper Using Language Of Russian Students' Learning Chinese

As China has been playing a more dominant role in the Global arena, an increasing number of people have realized the necessity to master Chinese as an important communication tool. Therefore, teaching Chinese as a foreign language has been attached more attention to.Currently, the most commonly adopted methodology for teaching Chinese as a foreign language focuses on the accuracy of the language use. Efforts have been made in pronunciation, vocabulary and grammar. Nevertheless, cases can still be found among high-grade students, who are hard-working and well-trained but who, seemingly unconfident in their communication, cannot speak Chinese in a natural and local way. In that case, how to let students speak natural Chinese becomes one of the areas to be conquered in teaching Chinese as a foreign language.Communication with language is not simply the compilation of the words, but it requires a deeper understanding of the internal complex structure of the language, and the complexity is usually subject to the context of language in use. A great number of students attach too much importance to the meaning of words and grammar but neglect the interconnection between context and the language in use, which leads to improper use of language or even misunderstandings.Therefore, it is almost necessary to enforce understanding of context in language use. Based on personal teaching experience of the writer and experimental study of Russian students, this thesis argues the types and reasons for pragmatic failure, and thereafter suggests the teaching strategies to solve this problem.There are four chapters in this thesis. Chapter One briefs study objective, materials to be adopted, and methodology. Chapter Two focuses on the analysis of types and reason for pragmatic failures. It includes literature review, elaboration of types and reason for pragmatic failure and case study of Russian students. Chapter Three explains the function of context in the study of pragmatic failure, and discusses the strategies and solutions to pragmatic failures of Russian students. Chapter Four is a conclusion of the whole thesis.