THE NECESSITY OF NATIVE LANGUAGE CULTURE TEACHING IN RUSSIAN TEACHING IN CHINA’S COLLEGES AND UNIVERSITIES
DOI: 10.23951/2307-6127-2017-2-125-130
It is well known that language and culture are interdependent and interrelated. Learning language through the help of culture has been greatly acknowledged in the language field. Meanwhile, it has been proved that barriers of cross-culture communication are bound to affect language learning if we fail to learn language with the help of native language. Particularly, the international symposium “Russian Education in China in the Past 300 Years” was held in Shanghai in 2008, after which research on Chinese Russian education history has been discussed heatedly. Reviewing history, we can see that Russian education in China has gone through a rough road. This thesis discusses the necessity of introducing Chinese culture in Russian of Russian Major in Chinese Higher Education. Chinese students majoring in languages are lacking in a basic understanding of Chinese culture, therefore, they are having enormous difficulty in introducing Chinese politics, economy, civilization, history, tradition, etc. when communicating with foreigners. This not only prohibits the interaction between Chinese people and foreigners, but discourages the spread of Chinese civilization. That is why this thesis puts forward the idea of comparative study of target language and native language in Russian teaching in Chinese higher education in that it improves students’ language skill and disseminates the brilliant Chinese culture as well.
Keywords: Russian teaching, culture, China
References:
1. Uchebnaya programma po spetsial’nosti “Russkiy yazyk” dlya vysshikh uchebnykh zavedeniy [The curriculum of the specialty “Russian language” for higher educational institutions]. Beijing, Izdatel’stvo izucheniya i prepodavaniya inostrannykh yazykov Publ., 2012. 380 p. (in Russian).
2. Vagner V. N. Leksika russkogo yazyka kak inostrannogo i eye prepodavaniye: uchebnoye posobiye [Vocabulary of Russian as a foreign language and its teaching: training manual]. Moscow, Nauka Publ., 2006. 104 p. (in Russian).
3. Keyko A. S. Natsional’no-kul’turnyy komponent v obuchenii RKI kak faktor effektivnosti mezhkul’turnoy kommunikatsii [The national-cultural component in teaching Russian as foreign as a factor in the effectiveness of intercultural communication]. XII Kongress mezhdunarodnoy assotsiatsii prepodavateley russkogo yazyka i literatury [XII Congress of the international Association of teachers of Russian language and literature]. Shanghai, 2011. Pp. 457–459 (in Russian).
4. Li Leirong. Obucheniye kitayskoy kul’ture v sisteme predmetov po spetsial’nosti “Russkiy yazyk” [Professional Russian courses in Chinese culture teaching]. Russkiy yazyk v Kitaye – Russian in China, 2014, vol. 3, pp. 79–83 (in Russian).
5. Passov Ye. I. Kommunikativnoye inoyazychnoye obrazovaniye. Kontseptsiya razvitiya individual’nosti v dialoge kul’tur [Communicative foreign language education. The concept of development of personality in the dialogue of cultures]. Lipetsk, 1999, 49 p. (in Russian).
6. Stranovedeniye Kitaya. Uchebnaya khrestomatiya [The Country of China. Educational reader]. Compl. I. V. Kochergin, V. A. Shchichko. Moscow, Muravey Publ., 1999. 333 p. (in Russian).
7. Alimov I. A., Yermakov M. Ye., Martynov A. S. Sredinnoye gosudarstvo. Vvedeniye v traditsionnuyu kul’turu Kitaya [The middle Kingdom. Introduction to traditional Chinese culture]. Moscow, Muravey Publ., 1998. 288 p. (in Russian).
( 430.85 kB ) 
( 424.24 kB )
Issue: 2, 2017
Series of issue: Issue 2
Rubric: GENERAL AND PEDAGOGICAL EDUCATION
Pages: 125 — 130
Downloads: 1162