CC BY
39специальные вопросы образования
Нань Чжоу
ОСОБЕННОСТИ ОБУЧЕНИЯ РОССИЙСКИХ СТУДЕНТОВ КИТАЙСКОЙ ГРАММАТИКЕ
Ключевые слова: Шанхайская организация сотрудничества, иностранный язык (FL), грамматика обучения, целевое обучение, сравнительные предложения.
Аннотация: В статье рассматриваются проблемы обучения китайскому языку как одному из главных средств межкультурного общения народов стран, входящих Шанхайскую организацию сотрудничества. Учитывается, что в рамках ШОС расширяется сотрудничество в области экономики, языков и культуры, что за последние десять лет число россиян, изучающих китайский язык, значительно возросло и что одной из главных трудностей, с которой сталкиваются российские студенты, является китайская грамматика. В статье приводится обзор работ, посвященных преподаванию грамматики китайского языка как иностранного; предлагается технология, сочетающая традиционную модель с методикой коммуникативных заданий.
The SCO is the abbreviation of the Shanghai Cooperation Organization, a permanent intergovernmental international organization announced by China and the Russian Federation, the Republic of Kazakhstan, the Kyrgyz Republic, the Republic of Tajikistan and in Shanghai, China, on June 15, 2001.
In the framework of the SCO, Russia and China are linked by deep and wide economic and cultural cooperation. Vice Premier of Russia and President of the Russian side of the Russian-Chinese Humanities Cooperation Committee Gavrilova said that at the end of October 2018 that cooperation between Russia and China in the field of education has achieved fruitful results in recent years.
The total number of students from both sides has increased year by year, reaching nearly 85,000. The two sides believe that by 2020 this number will reach the target of 100,000 people. In addition, the total number of cooperative agreements signed by Russian and Chinese universities exceeds 1000, and 92 cooperative projects have been implemented jointly.
In this regard, the role of Chinese as an intercultural language in the Asian region is growing. An increasing number of representatives of Russian youth, including students, are showing interest in the Chinese language.
At present, there are about 17,000 middle school students in Russia learning Chinese, distributed in 120 middle schools in 34 regions. According to a survey conducted by Yaroslavl National Normal University in Russia, the number of Russian citizens who have studied Chinese in the past 10 years has increased a lot. The number in 1997 was about 5,000, and in 2007 it reached 17,000. Last year, the number of people learning Chinese increased to 56,000.
In the process of promoting the construction of SCO in an all-round way, the demand for language is multifaceted and omni-directional. The demand for people owning a foreign language is particularly urgent. On the one hand, a large number of people who are proficient in the main languages of SCO countries and regions are needed. On the other hand, more international Chinese popularization teachers are needed to meet the growing demand for Chinese learning.
At present, the SCO countries and regions are not adequately prepared for languages, and the number of languages and foreign language talents available are very limited. Therefore, it is one of the important tasks of current language education to strengthen foreign language education and train all kinds of language abilities.
A significant role in this process is played by the formation of communicative competence as the ability to implement intercultural communication.
eSaanSe CitCUM/IAbHbfe nOOPOCh! OGi>t13CWnHMft
Chinese is recognized as one of the most difficult languages in the world. With the development of Chinese as a foreign language, Chinese has gradually become an important part of the world language communication system. When we begin to learn Chinese or to teach Chinese, Chinese Grammar always play a very important place. Grammar is a section of the science of a language in which the properties of words, changes of words, their combination and phrases, sentences, text are studied. This is the basis of the language. In other words, we can not speak or use any language without Grammar.
During teaching Grammar in Chinese as a foreign language (TCFL) we should highlight some of the problems. Firstly, what grammatical phenomena should be selected? Secondly, what technologies to apply in relation to students with different language skills and different training? Thirdly, to what degree the studied grammatical material will be used in the oral speech of students?
The purpose of the article is to consider a range of issues related to the development of methods for teaching Russian students Chinese grammar and approbation of the proposed techniques in practice namely Task Based Learning(TBL).
Recent years have seen a resurgence of interest in the role of grammar in foreign language teaching. The problems of teaching foreign students grammar, including Chinese Grammar, have been the subject of consideration and research by many authors.
Li Yunhua suggested that the way to select Grammar items should reflect the characteristics of Chinese. The basis of grammar point selection should be based on frequency statistics. When arranging grammar items, we should begin with the easiest Grammar phenomena [Li Yunhua 1997]. Zhao Jinming suggested that in the Grammar teaching, at the primary stage, we should solve the "errors" problems. At the primary stage of learning Chinese, we should mainly focus on Grammar [Zhao Jinming 2006]. Liu Xun talked about the use of "cycling" (means only a little Grammar point at the beginning and then recover to teach) method in teaching Grammar [Liu Xun 2011]. Zhou Xiaobing talked about when is a suitable time to teach "ffi" structure sentence. He believed that we should not to teach it at the primary stage [Zhou Xiaobing], etc.
Word order and function words are the most important grammatical forms in Chinese. Chinese uses word order and function words to express the grammatical meaning. For example: told him). told me). In Chinese, a word can act as a variety of
sentence components. Conversely, a sentence component can act as a variety of word parts. For example: (This is a good thing); JSM^SO^ (The quality is good);
(Her health is well restored).
Difficulties in Chinese Grammar
a. Word order and function words are the most important grammatical forms in Chinese. There are no abundant morphological changes in Chinese, no matter as subject, predicate or object. Chinese use word order and function words to express the grammatical meaning expressed by morpheme change in English and Russian.
For example:
In Chines:
In English: I told him. He told me
In Chinese, the same word combination can express different grammatical relations because of different word order.
b. The structural principles of Chinese words, phrases and sentences are consistent. For
example:
b. I^g(young)
nennrorntecKMM McypHnn enu/HOPTOcrnHH m 3(82). sot 9 sSSSSSs
full of high spirit)
weather is not good)
b. 2 MM ( manage money)
j&Sj^i© (Choose to escape)
iiWaffiiS (Speak Mandarin Chinese, please)
The above two groups of examples have consistency from word formation to phrase formation, to sentence formation. The first group is a predicate-predicate relationship, and the second group is verb-object relationship. This principle of structural consistency of words, phrases and sentences is a feature of Chinese, because most of the disyllabic words in Chinese are compound words mainly composed of root compound method. This feature brings us some convenience in learning and mastering the structure types of Chinese words and sentences, but also brings some difficulties in distinguishing words and phrases. Sometimes some similar structures may belong to different grammatical units.
c. There is no strict correspondence between Chinese notional words and syntactic components. In Indo-European languages represented by English, words of different parts of speech correspond to different sentence components. This correspondence is relatively neat. Such parts of speech as nouns as subjects, objects, verbs as predicates, adjectives as attributives, adverbs as adverbials, etc. In Chinese language it is d. In Chinese, a word can act as a variety of sentence components. Conversely, a sentence component can act as a variety of word parts. For example:
® This is a good thing
© ^rn^SOi? The quality is good
® M^^W^MWWft Her health is well restored.
In example 1, [good]" is used as attributive; in example 2, [good]" is used as predicate; in example 3, [good]" is used as complement. In the three examples, [good]" is always an adjective. In English, most adjectives plus [ly] can form adverbs.
d. There are abundant classifiers in Chinese and Statement label designator. A quantifier is a word that represents a unit of quantity of a person, thing or action. A unit of quantity denoting a person or thing, called a noun quantifier, For example person]; MA® [two cats] which includes a unit of measure and measurement for a table. Quantitative units of action are called momentum quantifiers, including time units. The origin of classifiers is very complex, and the history of the generation and development of different classifiers is different. Generally speaking, Chinese is rich in quantifiers. Different nouns need to be matched with specific quantifiers to combine with numbers. For example we use ^ [bar] for # [fish]; ^ [a/an] for A [person]
As for Statement label designator, compared with other languages, Chinese modal particles are also abundant, and the occurrence frequency of Chinese modal particles is relatively high, which can express various moods and tones, and can show their subtle differences. For example, there are relatively fixed modal particles in different sentence types, such as statement, question, imperative and exclamation. Some modal words can express many moods, and one mood can also be expressed by many modal words. For example, the simple sentence (We watch movies) ", after adding different modal words, can express different meanings, please see example sentences:
1) ? Express doubt
2) ? Express guess
3) mnm&W^fc ? In progress
eSaanSe CitCUM/IAbHbfe nOOPOCh! OGPt13CWnHMft
4) MlW&BW ? Dissatisfied
Comparative sentence is the most difficult phenomenon in teaching Chinese as a FL. Teaching grammar is an effective explanation for the grammatical phenomena appearing in teaching. The comparative sentence plays an important role in the Chinese grammar system, and it is also the key point in the teaching grammar in TCFL. In teaching, teachers often face the students' mistakes in comparative sentence. Such as: "i^^i^&^S.! [ He's as ugly as you are.]" [You are not as clever as you are]." —^7 [He worked a year earlier
than I did]". We should not only be able to correct them in syntactic form, but also explain the reasons. And also, we need to know why students may have this kind of mistake in comparative sentence. To achieve this, only by language sense is not enough, the teacher must have comprehensive and profound knowledge of comparative sentences.
However, the researches of Comparative sentence are not able to be satisfied the requirement of TCFL area. So far, most of the studies on comparative sentences have focused on the syntactic structure and comparative markers. In the field of teaching Chinese as a FL, there are few studies on comparative sentences.
Therefore, we will mainly focus on teaching aspect: we need to find the nature of learners' errors, and excavate the constraints of comparative sentences in all aspects, in case to serve teaching.
TBL - technology
According to the requirement of grammar teaching to master the specific language structure, in this article we combine the traditional Presentation, Practice, Production (PPP model) with Task based learning. Task-based language teaching is an approach in which learning revolves around the completion of meaningful tasks. In the TBL approach, the main focus is the authentic use of language for genuine communication to enable students to acquire grammar in the process of completing tasks. For example when we teach the comparative grammar: ^/^[tall/short];®^/®^[taller/shorter];®^/®^[the tallest/the shortest]
[Look at
the photos of Yao Ming, Jay Chou and Andy Lau. They have personal information, including height, weight and age.] (7mins)
A9e33 AcS^^^
« 230™ Height 175cm
Wei3ht 9 Weight 63kg
Task 1 Answering the questions (6mins)
Age 34 Height 172cm Weight 60kg
nennrorntecKMM McypHnn enußHOPTOcrnHH m 3(82). 2019 sSSSSSs
Ask students to describe each picture fist. Then compare them with height, weight and age. For example: (student describe Yao Ming) »M 33^. (Yao Ming is 33 years old) ttM#ft230cm (Yao Ming is 230cm height) »Wfrfi180kg (Yao Ming is 180kg weight)
Teacher ask: »M-fct/iJit^/^-feftn^? (Is Yao Ming taller than Andy Lau?)
Student answer : ftStt^S^/M^fel (Yao Ming is heavier than Andy Lau/ Jay Chou)
Teacher ask: iiSft/fi? (Who is the tallest/ heaviest?)
Student answer : ttM^SftW/SfiW (Yao Ming is the heaviest / the tallest)
Task 2 Making interview (13 mins)
Four students in each group. A student acts as a reporter. The other three students act in Yao Ming, Andy Lau and Jay Chou. Reporter will through height, weight and age for interview. And make a conclusion about who is the tallest/shortest, who is the heaviest/lightest and who is the eldest/youngest.
Reporter:#£TttW, ? (Hello Yao Ming, may I ask you some
questions?)
Yao (Yes, sure.)
Reporter:##ft (How tall are you ? )
Yao Ming:ft230cm ft (I am 230cm tall.)
Reporter:/ijtt^, ##ft ? (And Andy Lau, how tall are you?)
Andy Lau:^175cm ft (I am 175cm tall.)
Reporter:»W.fct/iJit^ft. ? (Yao Ming is taller than Andy Lau. How tall are
you Jay Chou?)
Jay Chou:^172cmft (I am 172cm tall.)
ReporteniiJit^rt^^ft. ^M^ftftW. (Andy Lau is taller than Jay Chou. Yao Ming is the tallest.)
Results - 2 groups
We are aiming at exploring and testing a new and effective Chinese Grammar teaching method. Two sophomore classes of Bashkir State University-Language Department were selected as control class (Class A) and experimental class (Class B). We conducted a pre-experiment test and a mid-experiment test and a post-experiment test respectively to test the difference of Chinese proficiency between the two classes before and after the experiment. Pre-test
In order to ensure the reliability of the study, the HSK test papers of July and August 2016 were used as the test papers before and after the experiment, with a total score of 35. All the students in both classes took the exam. In March 2019, we made a comparative analysis of the collected test results.
Table 1. Pre-test for experimental and control classes
Class number of people Average Score Standard Deviation Statistical significance
Control Class A 33 16.935 3.567 0.763
Experimental Class B 34 16.228 3.603
At the beginning of the semester, in order to understand the Chinese foundation of the students in the experimental class and the control class, we conducted a pre-test of the Chinese
àaaôSàe CfleUH/IAbHbie ßOrtPOCbt 0GPH30H/iHHf1
proficiency of the students in the two classes at the same time. From the results of the pre-test, there was no significant difference between the two classes, with an average score of 16.
Table 2. Mid-experiment Tests for Experimental Classes and Control Classes
Class number of people Average Score Standard Deviation Statistical significance
Control Class A 33 18.154 3.778 0.352
Experimental Class B 34 20.514 3.969
After a semester of teaching, we conducted a Chinese proficiency test again for the experimental class and the control class. By comparing and collating the results of the pre-test and the mid-test and related data, we found that the results of the two classes were significantly higher than those of the pre-test, indicating that the Chinese proficiency of the two classes has improved.
Table 3. Post-experiment Tests for Experimental Classes and Control Classes
Class number of people Average Score Standard Deviation Statistical significance
Control Class A 33 20.157 4.188 0.032
Experimental Class B 34 22.319 4.229
After a year of teaching, we conducted a Chinese proficiency test again for the experimental class and the control class. The experimental results show that the average score of the post-test Chinese in the experimental class is nearly two points higher than that in the control class. Therefore, we draw the conclusion that the task-based approach in the process of teaching Chinese as a foreign language is helpful to improve students' Chinese ability and level.
Questionnaires
In March 2019, we conducted a questionnaire survey among all the students in the experimental class to grasp the students' response to task-based teaching method. This questionnaire surveys the effects of Task-based Teaching on experimental class students' learning of Chinese grammar from five aspects: Chinese grammar skills and strategies, autonomous learning, learning attitude, classroom atmosphere and overall feelings.
Table 4. Questionnaire survey after Experiment
project Question Number A B C D E
Chinese Grammar points 1 10(29%) 16(47%) 6(17%) 1(2.9%) 1(2.9%)
2 6(17%) 8(23%) 12(35%) 6(17%) 2(5%)
3 5(14%) 13(38%) 9(26%) 5(14%) 2(5%)
The influence of Task-based Teaching on students' autonomous learning 4 5(14%) 18(55%) 9(26%) 2(5%) 0(0%)
5 9(26%) 12(41%) 7(20%) 5(14%) 1(2.9%)
6 3(8%) 10(35%) 7(21%) 11(32%) 3(8%)
7 21(61%) 6(23%) 6(17%) 1(2.9%) 0(0%)
Learning attitude 8 20(58%) 5(20%) 7(20%) 2(5%) 0(0%)
9 4(11%) 13(44%) 13(38%) 2(5%) 2(5%)
10 4(16%) 13(36%) 12(33%) 4(11%) 1(2.9%)
11 28(79%) 2(5%) 2(5%) 2(5%) 0(0%)
Teaching atmosphere 12 7(21%) 12(38%) 7(21%) 6(17%) 1(2.9%)
13 6(17%) 14(46%) 10(27%) 3(8%) 0(0%)
overall merit 14 14(46%) 11(33%) 6(17%) 3(8%) 0(0%)
15 18(55%) 11(33%) 4(11%) 1(2.9%) 0(0%)
(A) = Total agreement, (B) = Consent, (C) = Basic agreement, (D) = Disagreement, (E) = Total disagreement.
nennrorntecKMM McypHnn enu/HOPTOcrnHH m 3(82). sot 9 sSSSSSs
From the arrangement and analysis of the questionnaires of the students in the experimental class. We can see that students are very willing to accept the task-based teaching model, willing to take the initiative to complete the tasks assigned by the teacher independently, interested in Chinese, learning has become students to take the initiative to learn, rather than just to complete classroom tasks. Most of the students can actively participate in the tasks assigned by the teacher, and consciously work with the students to complete the activities planned by the teacher. On the extracurricular aspect, compared with the previous students' negative attitudes towards Chinese grammar. This questionnaire survey shows that more and more students are interested in Chinese grammar. Task-based teaching not only arouses students' initiative to participate in class activities, but also enables students to have enthusiasm to learn Chinese after class.
Conclusion
From the results of the 3 tests before and after the two classes, it can be seen that the Chinese proficiency of the experimental class with task-based teaching method is higher than that of the control class with traditional teaching method. At the end of the 2 semesters, the Chinese proficiency of the experimental class has been significantly improved. Moreover, through the questionnaire survey at the end of the experiment class, we can see that the students' grammatical competence has been improved. Most of the students affirm the positive role of Task-based Teaching in activating the classroom atmosphere, enhancing interest in Chinese learning and promoting students' cooperation. However, the experiment itself has some limitations. First, the sample size is small and does not have strong representativeness. Second, the experiment duration is a little short, only two semesters. If the experiment time can be extended, the data will be more reliable.
1. Cheng Shugiutfcf^ffigjSReplacement of ^Structure sentence 2013. - pp 8-9.
2. Liu Sug/ao^^ttixffi'S^iW Analysis of "ft[have]" Expressing Comparisons 2011. - pp 13-15.
3. Prabhu 1992 a, pp.1-2 , N.S. Second Language Pedagogy. Oxford: OUP. - 1992]
4. Swan 1996 p.34, M. Language teaching. In: IATEFL Annual Conference Repon 1996, pp. 34-38]
5. Tong Hu/yun^HA^^iXiBS^^tfAnalysis of Foreigners' mistaken grammar sentence in Learning Chinese. - 2012
pp 14-18.
6. Wang Maolin The errors in the Comparative sentence structure. - 2015 pp 5-8.
7. Zhang Lei The errors made by foreign students in the use of six types of comparative methods 2018. - pp 78-99.
8. Zheng Qiaofei A teaching of Sentence structure A is the same as B 2011 pp 6-12]
9. Zhou Xiaobing S^^&H^SW'nSffifctix^®^ How to Choose the Appropriate Comparative Sentences in Teaching 2017. - pp 9-15].
