Analysis of business Chinese teaching content (based on Chinese and Russian textbooks)

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The article is devoted to the study of current Russian and Chinese business Chinese teaching materials that can potentially be used in teaching business Chinese to nonlinguistic students. This article analyzes the teaching content of business Chinese textbooks by using the comparative research method.

It is based on the training aids, which are currently used both in China and abroad, and analyzes their compliance with the current requirements of teaching business Chinese in the Russian higher educational institutions. The article is recommended for Chinese language teachers in higher education institutions who teach Chinese or business Chinese in nonlinguistic specialties, where Chinese is the first or second foreign language. The article deals with textbooks of Russian and foreign authors on business Chinese language and analyzes them for the possibility to give lessons on these textbooks to the students of non-linguistic specialties.

The author studied several textbooks, including two English-Chinese and three Russian-Chinese textbooks. Based on the conducted comparative analysis, the English-Chinese textbooks are aimed at studying business Chinese in the format of additional language courses, this course does not imply an undergraduate course, as the lessons are designed for fewer hours, they contain a large amount of vocabulary, dialogues and some cultural explanations, at the same time they do not contain tasks for working on the vocabulary, translation tasks and grammar exercises, which gives minimal information assimilation and can lead to a shortage of information. Russian textbooks, on the other hand, assume a university education, with a sufficient number of hours of study. However, these textbooks assume studying Chinese as the first foreign language, which does not correspond to the current reality, where Chinese is most often the second foreign language in non-linguistic specialities, which significantly reduces the number of hours planned for its study.

Based on the data obtained, the strengths and weaknesses of each textbook have been identified and their relevance to the format of teaching Russian undergraduate students of non-lingual majors, but learning Chinese.

About the authors

Iuliia K. Eliasina

Samara University

Author for correspondence.

Master's student of Foreign Languages Teaching

Russian Federation, 34, Moskovskoye Shosse Str., Samara, Russia 443086


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