Linguistic deviation in the speech of Chinese students as a result of mixing languages (at the initial stage of studying Russian as a Foreign Language)

This article explores the methodology of teaching Russian as a second language, as well as the unique aspects of its acquisition by students whose native language is Chinese. It is noted that students universally make both general errors that are independent of their native language and specific errors that serve as indicators of their language proficiency. This paper presents a typology of errors commonly made by students whose first language is Chinese. Using the concept of linguistic deviation, this study examines the range of deviations in phonetic, lexical, grammatical, as well as syntactic aspects from standard Russian explained by differences between language systems at several levels in the mind of the emerging bilingual individual. The nature of these errors and strategies for their correction are considered. Additionally, the paper addresses the comparative ease with which educators can identify and rectify errors in students’ oral and written expressions versus the complexities involved in discerning inaccuracies in their comprehension of meanings. Through extensive practical engagement, educators aim to unearth, categorize, and address the diverse array of challenges and misunderstandings that Chinese students encounter in their acquisition of Russian, underlining the importance of their native linguistic background in this learning process. Guided by the insights of esteemed Russian linguist L.V. Shcherba, this study advocates for the constructive integration of students’ native languages into the learning environment, transforming potential obstacles into assets for language acquisition. By delving into these aspects, the article contributes to the pedagogical strategies for teaching Russian to Chinese speakers, aiming to enhance their linguistic proficiency and cultural understanding.

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