An Investigation Into The Situation Surrounding Chinese Language Teaching At Kyakhta Chinese Language School,19^th-centary Russia

19th-Century Kyakhta Chinese Language School is a unique and well-organized educational institution in the history of Chinese language teaching in Russia.Aimed at meeting the two countries' economic need for educating Chinese language talents,Kyakhta Chinese Language School has played a great role in the development of Chinese language education and Chinese studies in Russia.This thesis analyzes Russia's Early Chinese language education as a rather successful one,proving its motivational influence on the Russian-speaking Chinese language students from East Slavic countries.In the scope of local Chinese language education,it would be beneficial to improve Chinese language teaching in Eastern European countries and to educate the local Chinese teachers whom are familiar with the local teaching environment,and it would also be helpful to solve the teaching methods' problems.This thesis is divided into six chapters.Chapter I introduces the topic selection and its background,studies the value and significance of Chinese language teaching in Kyakhta,and describes the work of Chinese and foreign researchers on the first Chinese language school in Russia.Chapter ? makes an in-depth analysis of the historical background and purpose of Kyakhta Chinese Language School,and focuses on schools specialization and historical significance.The main conclusions of this chapter are as follows:1.The School has accumulated much experience in the early local Chinese language teaching and learning.2.Along with its Kyakhta Chinese Language School provided Early Russia's universities with experience in establishing Chinese language majors and invested into its development.3.The establishment of the School illustrates the development of Early Chinese Linguistics and Sinology in Russia.Based on the relevant documents from the Zabaykalsky Krai State Archives,Chapter ? describes the students and teaching staff,along with the effectiveness of Chinese language teaching at Kyakhta Chinese Language School.Via the analysis of the Chinese textbook used in the classroom,Chapter III also describes the textbook writing,effectiveness,and practical use.Here the author puts emphasis on the following points:1.Compared to today's Chinese teachers,Kyakhta School's teachers have much more Chinese language learning experience and research in the field of Sinology.2.The age of the students mainly varies between 14 and 17 years old,tin most cases they come from the families of local merchants and townspeople.3.The major established by the School is Translation/Interpretation in the field of trade,thus the School became a teaching institution to serve the Sino-Russian trade relations.Chapter IV introduces the characteristics of Chinese language education at Kyakhta Chinese Language School from the perspective of so-called "localization" of Chinese teaching methods and "language localization" of the textbook.Chapter V demonstrates the possible motivational influence of the educational process of Kyakhta Chinese Language School on learners whose native language is Russian.The conclusion of this Chapter is as follows:1.Most of the learners had good scores in Chinese.Although the number of students who received diplomas was very small,there also were some famous sinologists among the graduates(M.G.Sheveliov,for instance).2.The school adheres to the tradition of Early Chinese language teaching in Europe,and the teaching materials and dictionaries used in class were found to have their purpose,they were scientifically based,and they kept pace with the time.3.Having Kyakhta border trade as the background,there was a direct relationship between the characteristics of the Chinese language teaching methods and the local students.Based on the author's internship at Lviv National University,Chapter V analyzes the problems of the Chinese language classroom teaching,teaching materials and teaching methods,while giving suggestions for the development of the local Chinese language teaching in East Slavic countries.In Chapter V the author draws the following conclusions:1.When writing the Chinese language syllabus,the School's teachers took into consideration the difficulties that students might encounter in the process of learning Chinese,and they also came up with an effective way to avoid such mistakes.2.The Chinese language teaching in Kyakhta and its view on the difficulties of learning Chinese can be beneficial might solving the learning problems of students from East Slavic countries.