The Analysis Of Russian Annotation In Chinese Textbook For Russian

With the significant improvement of China’s international status and influence, a great upsurge in learning of Chinese is gaining ground around the world. More and more foreigners devote themselves to learning Chinese and so do people in Russia, the largest neighbor of China. With the campaign of teaching Chinese to Russian carried out, textbook has become a serious problem urgently needed to be solved in teaching Chinese as a foreign language. What kinds of textbooks can tutor Chinese learners quickly and effectively enhance their mastery of the Chinese language is a severe challenge that relevant researchers must be confronted with.Vocabulary teaching is one of the key measures in teaching Chinese as a foreign language, which is the foundation of learning Chinese. Employing the learner’s native language to make interpretation is one of the commonly used methods in vocabulary teaching. At the moment, the learner’s native language becomes a kind of medium and annotation of the new words using learner’s native language is one concrete form of the medium. Use this medium well will be helpful for teachers and students to improve the efficiency and quality of Chinese vocabulary teaching and learning. However, at present, the annotation of new words of the existing Chinese textbook for Russian more or less leaves some places to be improved. Improving and perfecting the annotation of new words of Chinese textbook for Russian has very important theoretical value and practical guided significance.Therefore, this study chooses two of the most popular textbooks in Russia as the research object, i.e., Practical Chinese Reader (Russian version) published by Eastern and Western Press in 2006 and Chinese New Target edited by Zhang Xiaoguang and published by Education and Science Press. After brief introduction of the purposes and principles of the annotation of new words of Chinese textbook for Russian, this study emphatically analyzes the errors of Russian annotation in the selected textbooks and sums up the errors in six types, i.e., printing errors; Russian annotation is not consistent with the corresponding Chinese new words and inaccurate; Russian annotation lists too many meanings and is out of the context; Russian annotation neglects grammatical features of Chinese new words; Russian annotation is not conformed with the property of the word labeled; Russian annotation ignores the subsidiary meaning of Chinese words. Analyses by examples for each category are followed.In order to solving these issues, this study attempts to explore the reasons from the internal and external side. The internal reasons are twofold as follows:the ontological differences of the two languages between Chinese and Russian, and the cultural differences of the two countries between China and Russia have impacts on vocabulary. Disconnection between the new words selection and the translation of teaching material and translators did not attach enough importance to the annotation of new words are the external reasons. At last, based on the above mentioned errors, five suggestions on the annotation of new words of Chinese textbook for Russian are provided for consultation:Russian annotation should revolve round the context; Russian annotation should not only pay attention to the elements, but also the whole phrase or sentence; Russian annotation should briefly list the necessary description of the new words;Russian annotation should not ignore the subsidiary meaning; Avoiding the printing or translation errors in Russian annotation.