METHODOLOGICAL ASPECTS OF TEACHING CHINESE TO RUSSIAN SCHOOLDILDREN

In recent decades, the growing economic power of the People's Republic of China has contributed to the popularization of the Chinese language throughout the world. In turn, a specific interest in learning Chinese in Russian schools is caused by several factors, such as the continued development of strategic partnership between Russia and China, the strengthening of Sino-Russian international trade and economic relations, business development between companies of the two countries, the increasing of academic exchanges between universities. In this context, many schoolchildren associate the choice of further education and future professional career with the Chinese language. It is especially evident in the Far Eastern region because of the proximity of the borders with China. The increasing demand for learning Chinese leads to the need to create new teaching methods according to modern realities and the specifics of the Chinese language. Currently, there are many methods of teaching foreign languages possessing their advantages and disadvantages. The constant alternation and modification of methods indicate the permanent search for the most effective method. The recognition of the communicative approach in teaching foreign languages has led to the reconsideration of the teaching process by teachers. Scientists recognize the communicative approach as the most optimal method. However, despite the rich theoretical base, there are violations in following the principles of the communicative approach in practice. The programs of some educational organizations are only partly adapted. Graduated students are faced various difficulties in the process of foreign language communication. This article provides a comparative analysis of the current methods of teaching Chinese used in Russian schools; compares them with the methods of teaching Chinese used in China; examines the problems encountered by teachers of Chinese in Russia. The study uses a combination of such empirical and theoretical methods as analysis, synthesis, comparison, deductive method, advanced pedagogical experience study and generalization, literature study on the subject of research.