Some features of teaching Chinese students at the preparatory department for foreign citizens

Abstract

The article describes the features of teaching Chinese students at the preparatory department for foreign citizens. It was determined that the traditional methods of training Ukrainian (Russian) language of the native-speaking Chinese students were not bringing desired results due to significant differences between typologically distant Chinese and Slavic (Ukrainian or Russian) languages. The style of learning languages for Chinese is rationally logical, that is unlikely for African or Arabic students who use communicative way of language acquisition. There are also differences in mentality of Slavic and Eastern psychological type of personality and fundamental differences in educational systems in Ukraine and China. This explains the expediency of the organization of training students on the primary stage in monocultural Chinese groups. According to the analysis of the main substantive differences of phonetic and syntactic systems of Ukrainian and Chinese languages the organization of lectures in Chinese about the system of Ukrainian language and its most significant differences from Chinese is proposed as the first concentration of language learning. The analysis of the features of training Chinese students of spoken language was held. It is noted that Chinese students whose introverted orientation prevails over extrovert enter the communication with native speakers very difficult – they live their separate ethnic groups. Therefore the artificial creation of a common language environment at the expense of extra-curricular activities in a preparatory department for the purpose of entering students in the conceptual sphere of Ukrainian (Russian) language becomes essential. The practical recommendations for working with China-speaking students are given.