Research And Analysis Of Learning Chinese Vocabulary By Russian Students In Vladivostok Private Language School "Britanika"

Nowadays more and more people study Chinese language, teaching Chinese as aforeign language is constantly developing, but still there are some problems andquestions in this process. As a Russian student, I researched studying Chinese at theuniversity and judging from the experience obtained at the School of ForeignLanguages, we noticed that Chinese teaching has numerous of problems. TeachingChinese in Russia and especially teaching Chinese vocabulary is the issue which isnot paid much attention to. That is why we decided to research the process of teachingChinese vocabulary in Russia. We applied method of questionnaire in research. Theanalysis of the results let us evaluate the students`perception of teaching Chinesevocabulary process and the situation in the whole. In this research the problems ofmastering Chinese vocabulary and their reasons are revealed, we also touched uponquestions connected with teaching Chinese vocabulary, such as: the influence ofstudying Chinese characters and “pinyin” on mastering the vocabulary; the connectionof teaching vocabulary and grammar; the influence of studying Chinese culture onmastering the vocabulary and also the problems of teaching aids and methods.Having conducted a research, we have found out that the most widespreadproblem of elementary level students in mastering Chinese vocabulary is thememorization of Chinese characters and “pinyin”. In Russia, this stage of teaching ismarked by using different methods that allow overcome the problems. Some studentswith the medium and highest level of Chinese also single out the problem ofmastering the characters and transcription, but the main problem for them iscomposing phrases with new words and the further usage of them. We found out thereasons of this problem, first of all they are the teaching aids and the selection of thevocabulary to be taught; secondly–the methods of teaching. Studying Chinese, themajority of Russian students hope to get enough knowledge to communicate with thenative speakers, but they have no opportunities to speak much Chinese or to listen tothe Chinese pronunciation at the lessons as the teachers speak Chinese very little andthere is not enough exercises and the methods are always the same. Students have noopportunities to practice the words they have just learnt and as a result they have poorskills of communication.So, this research can help Russian teachers of Chinese. We did not only revealthe problems but also gave some advice how to solve the problem of absence oflanguage environment and how to organize the process of teaching Chinese moreeffectively for the students to reach success in mastering the Chinese vocabulary.