Analysis of Lexical Errors in the Chinese Language Learning by Russian-Speaking Students and Pedagogical Ways to Overcome Them

Abstract

The purpose of the study is to identify systemic patterns in the lexical errors made by Russian-speaking Chi-nese language learners followed by the development of scientifically sound teaching strategies that allow to reduce the frequency of errors in students’ speech. The scientific novelty lies in the fact that for the first time, based on the material of more than 200 erroneous sentences found in the course of the overt observation of the speech from students of elementary, intermediate, and advanced levels, a multidimensional classification of lexical errors (artificially created words, mixing of meanings, combinational disturbance, omissions, and substitutions, semantic errors, errors in fused-separate verbs) was carried out and the causes of their uprise were identified, with consideration of both interlanguage interference (native and first foreign languages) and linguistic system inner factors. The complex analysis of the types of lexical errors and the causes of their oc-curance have been implemented. The methodological recommendations for teachers, which usage is ap-pealled to make the students’ work with lexical material less hard.