Abstract:

This article analyzes the main difficulties in learning Chinese written speech and describes the methods of correcting mistakes.

The growing popularity of learning the Chinese language in various countries of the world is stimulated by the active development of economic cooperation at the state level, as well as the increase of private business contacts. It is noted a demand for growth in learning the Chinese language among preschool and high school students. The popularity of the Chinese language determines the necessity of searching for new teaching methods.

The Chinese language due to several significant features is different from Western European languages. The most difficult aspect of learning Chinese is the written speech.

Written speech is defined as the ability to express thoughts in written form by combining studied words and expressions. The purpose of teaching is to obtain the ability to write texts in a foreign language as in the native language.

Because of the dominance of the communicative approach in teaching foreign languages, the goal of learning is the development of students’ skills in the aspects of speaking and listening. However, the aspect of written speech is insufficiently studied during the educational process. Furthermore, Chinese teachers focused more on hieroglyphic writing rather than teaching students to express thoughts in written form.

Therefore, mainly the issue of teaching Chinese written speech has been developed in the works of Chinese scientists, however, most of the research is devoted to the problem of teaching native speakers. But not all methods are effective in teaching children who study Chinese as a foreign language.

This article uses a combination of research methods such as analysis, synthesis, comparative analysis, the method of studying and generalizing pedagogical experience, and theoretical analysis of methodological literature on the research issue.

The study requires further research because there is insufficient research devoted to the problem of teaching Chinese written speech. The differences in methodology and teaching approaches cause the complexity of the research material systematization.

The obtained results can serve as a basis for future research on the issue of developing new and improving existing methods of learning Chinese written speech.

Keywords:

Chinese written speech, Chinese language, foreign languages, teaching foreign languages’ methods.