The Teaching Of Chinese Vocabulary Symbolic Meaning To Russian Students And The Lesson Plans Design

Compared to the English-speaking countries, Russia’s standard of teaching Chinese asa foreign language is low. This situation will not affect the teaching of Chinese Pinyin,tones and the basic grammar. But when it comes to a higher level of Chinese teaching,especially to the deep cultural factors, if the teaching level can’t meet the correspondingrequirements, or the teaching content is too old-fashioned and too format, all of these willrestrict the improvement of students’ Chinese level seriously.As we know that pronunciation, vocabulary and grammar are the three elements of alanguage, so we can know that the vocabulary teaching is very important. When we teachthe vocabulary, not only we need to teach the literal meaning of words to the students, butalso we should involve the Chinese culture, and compare the symbolic meaning of theword in students’ mother tongue and their target language. Only then can we teach Chineseexhaustively. Currently, the study of Sino-Russian vocabulary is limited to the ontologicalstudy, and not involved in Chinese teaching. However, these studies provide a theoreticalbasis for the study of vocabulary teaching.This essay selected some representative words about animal, number and color. Firstof all, I summarized the results of previous studies, and focused on the contradistinction ofthe symbolic meaning’s similarities and differences. Then I collected some examples andanalyzed the important parts that we should pay attention when we are teaching. What’smore, in order to apply the theories to practice, I tried to design three teaching plans.