Technology for mastering russian vocabulary by chinese students in the field of international trade

• O. Lazareva ^[1] ; Y. Yuhan ^[1] ; N. Perfilieva ^[1] ; N. Novospasskaya ^[1]
  1. [1] Peoples' Friendship University of Russia

     Peoples' Friendship University of Russia

     Rusia

     
• Localización: EDULEARN20 Proceedings: 12th International Conference on Education and New Learning Technologies (July 6th-7th, 2020, Online) / coord. por Luis Gómez Chova, A. López Martínez, I. Candel Torres, 2020, ISBN 978-84-09-17979-4, págs. 3032-3036
• Idioma: inglés
• Enlaces
  • Texto Completo Libro
• Resumen

  • Each stage of teaching the Russian language to foreign students requires much attention to the vocabulary learning. The difficulty arising in middle and senior courses of the Faculty of Philology is the need for active replenishment of the lexical fund with professionally oriented vocabulary. Its successful development implies the search for assistive technologies that allow foreign students to intensively add vocabulary units of various fields of activity to the vocabulary, including the vocabulary of a limited scope.This study focuses on the difficulties that the Chinese students studying Russian vocabulary face when learning international trade vocabulary. The Faculty of Philology (RUDN University) has developed a special course that includes a system of tasks that will allow students to better and faster learn the vocabulary of the described area. This technique takes into account a number of linguistic features of the Russian and Chinese languages. The linguistic components of this technique should be paid particular attention to. Both languages in international trade area have a large number of borrowed vocabulary of English origin, which is associated with the need to nominate new phenomena and concepts that are not in the recipient languages and update the lexical system of Russian and Chinese languages with a tendency to focus on English terminology. The article describes the differences in the ways of assimilating borrowed lexical units of the English language by the Russian and Chinese languages on the lexical and phonetic levels. In conclusion the authors give recommendations for mastering borrowed vocabulary in the Russian and Chinese languages. The productivity of the lexical system replenishment with the help of borrowings in the Russian and Chinese languages is associated with the nature of contacting languages, the peculiarity of the linguistic situation and linguistic ideology of the society, and intrastructural features of the recipient language.