Gerasimenko N. I., Zaprudnova A. A.

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The relationship between parts of speech and sentence elements in Chinese as a linguodidactic problem. Pp. 61–73.

 

UDC 81’36+811.581.11

DOI: 10.37724/RSU.2025.76.1.007

EDN: EFUTMQ

 

Abstract. The article addresses one of the pressing methodological issues in teaching Chinese to Russian-speaking students — the relationship between the grammatical categories of parts of speech and members of the sentence. The aim of the study is to systematize and comparatively analyze existing approaches to defining these categories in Russian and Chinese, followed by the development of a generalized correlation chart designed to prevent typical grammatical errors among Russian-speaking learners. Based on the analysis of existing research — including both classical works (Ma Jianzhong, Chao Yuanren) and contemporary studies by Russian (L. G. Abdrakhimov, A. N. Gordey, E. N. Emelchenkova, T. V. Ivchenko) and Chinese (Mao Yue, Liu Yuehua, Lu Qinghe) linguists — the authors prove that the issue of parts of speech remains contentious in Chinese linguistics, while approaches to sentence segmentation vary from traditional to structural (“topic-comment”) and semantic-syntactic (“taigen-yogen”). The theoretical novelty of the study lies in the development of a comparative model that clearly distinguishes morphological (parts of speech) and syntactic (sentence constituents) categories, despite their close interrelation in Chinese. The research employs comparative analysis, descriptive methodology, and error analysis based on written assignments by students. An examination of widely used teaching materials reveals a systemic problem of conflating morphological, syntactic, and semantic terminology, which hinders the development of clear grammatical competence among CSL learners. The results are presented in the form of clear and concise classifications for both Russian and Chinese, formatted as comparative tables. These tables can be effectively used to enhance teaching efficiency and reduce the incidence of grammatical errors among both Russian-speaking learners of Chinese and Chinese-speaking learners of Russian.

Keywords: Chinese language, teaching methodology, parts of speech, sentence elements, syntactic analysis, grammatical errors.

 

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