MASTERING OF CHINESE RESULTATIVE COMPLEMENTS BY RUSSIAN STUDENTS WITH A FOCUS ON THE PRINCIPLES OF NATIONALLY-ORIENTED LEARNING
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Author(s): | Ge M., |
| Number of journal: | 1(70) | Date: | March 2025 |
| Annotation: | Nationally-oriented learning, taking into account the linguistic system of the native language of a student learn- ing a foreign language, is becoming an educational trend today. Following the principles of nationally-oriented learning enables minimizing the consequences of negative transference as a result of the effect of interlanguage interference, developing the student’s creativity, speech-making potential and communica- tive, auditory and grammatical competences. The Chinese language, which is showing its attractiveness in the educational environment and in higher education, as well as in the personnel market, still does not have a single teaching standard; therefore, the issue of standardization of educational and methodological materials for teaching Chinese in a Rus- sian-speaking audience is being updated. In this article, postpositive resultative complements of the Chinese language, which have the main meaning of “comple- tion of action” and the corresponding categories of the perfect type in the Russian language, are considered through the prism of nationally-oriented learning. Resorting to the methods of contrastive, component and functional semantic analysis, the author discovers semantic asymmetry in the expression of com- pleteness values and some particular meanings in Russian and Chinese, as well as lexical and grammatical variability, which is available to native speakers of Russian. As a generalization of the analysis, we have presented a table that systemizes the meanings of the 18 resultative complements in the Chinese language, in accordance with their lexical and grammatical expressions in the Russian lan- guage. The table contains examples and comments to help clarify the meanings. The author proposes a five-step algorithm for mastering the resultative complement, which, considering the level of nation- ally-oriented learning, seems effective for teaching Chinese to Russian students. The general and specific methodological principles that must be followed in the development of educa- tional materials and teaching are highlighted. It is argued that compliance with these conditions can opti- mize the learning of Chinese in a Russian-speaking environ- ment, contributing to knowledge consolidation and increasing speaking potential. | ||
| Keywords: | Chinese as a foreign language, Russian stu- dents, Chinese resultative complements, resultative morphemes, nationally-oriented learning, principles of nationally-oriented learning, interlanguage interference, contrastive analysis, vari- ability, lexico-semantic groups of verbs, mastering resultative complements |
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| For citation: | Ge M. Mastering of Chinese resultative complements by Russian students with a focus on the principles of nationally-oriented learning. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2025;1(70):251—259. DOI: 10.25683/ VOLBI.2025.70.1179. |
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