On learning Russian pronouns (based on the experience of work with Chinese students)


This article discusses, in a lingvodidactic aspect, the issues related to the study of Russian pronouns by Chinese students. The author concludes that pronouns, as a part of speech in Russian and Chinese, have their own characteristic features, thus the differences, found in different structural languages, can cause interferential errors made by Chinese students. By using the lingvomethodological approach to the presentation of similarities and differences in pronouns, which are a communicatively significant morphological category in the Russian (target) and Chinese (native) languages, the teacher takes into account linguistic interference and transposition and elaborates a special system of practice activities. The authors consider that, as early as at the initial phase of learning Russian pronouns, students should be familiar with the peculiarities of their use in speech. From the methodological point of view, it would be appropriate to acquaint students with the grammatical and semantic relationship of pointer-words and nominative words, which are indicated in the context.

Key words: 

Russian as a foreign language, lingvodidactics, Russian pronouns, Chinese students, comparative typology, transposition, interference.

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