Teaching methodology

Lebedeva Natalia Alexandrovna

Ph.D. Philol. Sciences, Associate Professor, Professor of the Department of Languages ​​of Asia-Pacific Countries of the Eastern Institute - School of Regional and International Studies of the Far Eastern Federal University Email: [email protected]

Some features of teaching Chinese as a second foreign language

Key words: Chinese as a second foreign language, methodological features of teaching, independent work of students

The article is devoted to the peculiarities of teaching Chinese as a second foreign language, describes the principles of organizing classroom lessons, selecting additional materials, and independent work of students.

The processes of globalization and integration taking place in the world, the expanding interaction between countries with different types of cultures, increasingly require the training of personnel who speak foreign languages. In the modern period, it is no longer translators who are intermediaries between specialists who are in greater demand, but professionals in various fields who have the necessary linguistic knowledge. In recent decades, in the Russian Far East, due to the active development of contacts with Asia-Pacific countries, interest in the study of Eastern languages, primarily Chinese, has been steadily growing. Far Eastern Federal University provides the opportunity to study Chinese as a second foreign language for students in such areas of training as “International Relations” (798 classroom hours), “Foreign Regional Studies” (810 hours), “Political Science”, “Conflict Studies” (140 hours), “Sociology” ", "Philology" (180 hours), "Economics" (144 hours), "Tourism and social service" (360 hours), "Hotel management" (360 hours).

It is clear that the study of Chinese as a second foreign language differs from its study by philologists. In this regard, one of the most important methodological problems is to determine the correct, realistic goal set when studying Chinese as a second foreign language. The insufficient development of the general methodology for teaching the Chinese language does not help to clarify the issue, although recently there has been a growing understanding in the teaching community that such a situation is inadmissible, and more and more attention is being paid to this issue. The Confucius Institutes and classes operating in Russia also provide a powerful incentive to comprehend the methodology.

Traditionally, experts in Chinese language teaching methods identify the following goals:

"1. Teaching language as an object of professional activity (can conditionally be called academic or philological).

2. Teaching a foreign language as a tool for solving other (non-linguistic) problems (can conditionally be called applied).

3. Teaching a foreign language as a means of non-professional communication (can conditionally be called practical or everyday).

From our point of view, teaching Chinese as a second foreign language does not fit into this classification, since it does not fully correspond to any of the proposed gradations. This is, of course, not a professional philological study, as evidenced by the insufficient number of hours, lack of aspect-based teaching, language practice, and foreign internships. It is hardly possible to talk about applied learning, although exceptions here may include Chinese language study programs in the areas of training “Tourism and Social Service” and “Hospitality”. It is also not possible to call studying Chinese as part of a university program practical or everyday.

We believe that the purpose of this course is to teach students to master oral and written speech within the vocabulary, hieroglyphs and grammar defined by the program, to create a base and prepare opportunities for further study of the language if the need arises to use it in their professional activities.

But even when studying the Chinese language within the framework of a limited training course, the student must acquire certain skills and abilities, including mastery of standard pronunciation, the ability to understand oral speech and conduct monologue and dialogic speech, mastery of basic knowledge of grammar and vocabulary of the Chinese language, reading techniques and hieroglyphic writing skills.

We emphasize that we see the main goal of teaching Chinese as a second foreign language in a small number of hours compared to philological training, first of all, not so much in mastering a certain amount of language material, but in the formation of language skills and abilities sufficient for communication and further language learning. This is possible with the most effectively organized and conducted classroom lesson and correctly, and therefore effectively, structured independent work. With a small number of classroom hours and in the absence of multidimensionality, from our point of view, one of the most important principles of organizing a lesson should be its comprehensive nature. With two or four classroom hours a week, it can hardly be considered methodologically justifiable to dedicate an entire lesson to watching video materials or doing written exercises.

Agreeing with the point of view that the function of the main unit of learning is performed by the exercise, and not by a hieroglyph, word or grammatical structure, we note that when

When teaching Chinese as a second foreign language, complex exercises and tasks should prevail.

By complex exercises we mean exercises that simultaneously train various skills and abilities. For example, a teacher invites a student to write down the words named in Russian in hieroglyphs on the board, compose a sentence from them, read it, translate it, then, based on its content, ask his classmates a few questions. Or, after watching a video, students discuss its content, then write a statement on this topic. You can also ask each student to act as a teacher and check their classmate's work after the test.

Another important methodological feature in teaching Chinese as a second foreign language is teaching students methods and techniques for independent work both at the initial stage and at all subsequent ones. Of course, in any process of mastering knowledge, the role of independent work is great, but in conditions of a limited number of classroom lessons and in view of the prospect of further improvement of the language, these skills acquire special importance.

Before covering this topic, let’s say that we will be talking about teaching highly motivated students aimed at mastering a complex oriental language for use in their future lives and activities. We will not present techniques and methods that would attract an uninterested audience.

Students must learn that no matter how complex the Chinese language may seem, when studying it, the rule “from simple to complex” works just as well, so the principle of gradual and consistent mastery of the material must be put at the forefront. When introducing hieroglyphs, this principle is expressed in the fact that first of all, the teacher introduces the basic set of simple features (horizontal, vertical, hook, folding to the right, folding to the left, point), from which graphemes (keys) are first composed, and then hieroglyphs . Having mastered the keys, you can easily learn to memorize hieroglyphs. The memorization process will be easier if you do not rely solely on mechanical memory, but also use associative connections between the image and the meaning of the hieroglyph.

When studying phonetics on your own, it is important to reproduce, following the sound recording, the basic sounds, four tones, and general intonation of the sentence. Students should be encouraged to listen to as much Chinese as possible in different varieties. Here, success depends on the amount of training; the student’s ear for music also matters.

When studying grammar, the material is placed in the textbook from simple sentences to more complex ones, the use of simple constructions precedes complex ones.

The next principle, important for independent study, can be formulated as follows: “I learn new things, repeat old things.”

Students should learn that learning any language is a very labor-intensive process, learning a language with hieroglyphic writing is especially important. Therefore, in parallel with the assimilation of new knowledge,

In addition, it is necessary to constantly repeat the material already covered, identifying what has not been sufficiently mastered or forgotten. Such self-control will allow you to realistically assess your level of knowledge and correct it.

The third principle in independent studies involves testing theory with practice. It is important for the student to determine for himself whether the hieroglyphs and words have been learned, whether the grammatical material is understood, and whether the vocabulary has been mastered. To do this, you can use hieroglyphic cards and additional testing materials. Conversations with native speakers are useful for practicing speaking skills.

Thus, correctly structured work with a textbook, training in correct pronunciation, writing hieroglyphs in compliance with the rules of stroke order, mastering techniques for memorizing hieroglyphs, self-control when mastering vocabulary, performing listening tasks, writing sentences from one language to another - all these types of tasks require formation and further improvement of relevant skills and abilities. The teacher in the classroom should pay considerable attention to this.

Another important principle of organizing classes when studying Chinese as a second foreign language is the maximum active use of interactive learning resources, the use of various technical means both during classroom lessons and during independent work of students. The use of special learning sites, programs, electronic dictionaries, participation in trial SC exams and other opportunities will make language learning more diverse and interesting.

It is also important to consider the thoughtful and methodologically justified selection and use of additional materials, in addition to the main textbook “Practical Course of the Chinese Language” by A.F. Kondrashevsky and others. The materials used should be a grammatical and lexical expansion and deepening of the topic of the basic textbook. Here, in addition to the basic principle of teaching - multiple variable repetition of learned samples - the well-known time limitation of a second foreign language course is also taken into account, in which it is not possible to consider all grammatical models and lexical phrases. Additional materials, for example, texts, should show how the already studied grammatical models function in a slightly different, more expanded lexical environment.

Experience shows that it is very convenient to use the Chinese textbook, which is repeatedly reprinted (“Fundamentals of Chinese

Thai language"), prepared by the Beijing Language Institute. Although the lesson distribution of grammatical material does not always completely coincide, it nevertheless corresponds to a known logical sequence and tradition, so this textbook can be used quite actively, combining it with the textbook “Practical Course of the Chinese Language” by Kondrashevsky.

An example is working with lesson 48 from the basic textbook, the topic of which is “Spring Festival among Chinese friends.” In “Basics of the Chinese Language,” lesson 31 is devoted to this topic. Although the texts describe different situations - a visit to a Chinese family during a holiday

Spring and a walk in the park during the Spring Festival - the vocabulary is almost the same, the amount of grammar already studied allows you to easily cope with the translation of additional text.

Considering the thematic similarity, you can also use lessons 4 and 11 from the textbook “^r^o” as additional materials

Chinese. A New Start”, prepared jointly by FENU and Heilongjiang University. Lesson 4 contains dialogue and text on the topic of Spring Festival", lesson 11 in

dedicated to the theme “YSH^SCHISHSH^ Christmas is celebrated in Russia.” The frequency of repetition of vocabulary in the texts is high, while new words and expressions are introduced (Christmas, names of Russian and Chinese folk holidays, New Year tree, etc.)

One should take into account the fact that additional materials become an important element in the process of intercultural communication carried out when learning a foreign language. This thesis is convincingly confirmed by the previous example, which examines the topic of national holidays. Mastering vocabulary, reading texts, and speaking practice expand students’ knowledge about the features of national holidays in Russia and China, and also allow them to see their general characteristics.

Lesson 50 from the basic textbook, containing vocabulary and dialogue about visiting an art exhibition, provides an opportunity to expand students' knowledge in the field of Chinese traditional painting "Guohua" and get acquainted with its main genres. When studying both topics, using video footage can have an additional positive effect. While we are talking about teaching highly motivated students, we emphasize that working with additional texts and exercises helps strengthen the desire for further language acquisition, increase the level of psychological comfort and confidence in successful learning results. Do not underestimate the emotional and psychological component of the process of learning a foreign language, especially one as labor-intensive as Chinese. When a student discovers that he is successfully coping with an unfamiliar text, he experiences an understandable uplift, and his desire to continue learning the language grows. At the same time, an understanding arises that there are other ways and forms of expressing thoughts than in the textbook, that there is still something to work on. In addition, the use of other materials creates the effect of novelty and variety, which helps reduce the monotony of the educational process and increase concentration.

Thus, when selecting additional materials for a lesson, the teacher must first of all think about how the proposed material corresponds to the tasks and objectives of the training, how it affects increasing the efficiency of the educational process.

Another important feature when studying the Chinese language in the absence of a language environment can be considered to be targeting students to create such an environment as much as possible, to seek contacts with native speakers of Chinese. Participation in extracurricular activities, in events held by the Confucius Institute, communication with Chinese students, short trips to China as part of tourist groups or on summer courses will help

strengthen in practice the knowledge acquired in the classroom and provide incentive for further study of the Chinese language.

So, we can conclude that the features of teaching Chinese as a second foreign language determine the uniqueness of the techniques and methods used by the teacher. A relatively small number of classroom hours, the lack of multidimensionality, and limited opportunities for language practice require careful and methodologically correct organization of classroom lessons, specific instructions for students’ independent work and strict control over it.

Literature

1. Kochergin, I. V. Essays on linguodidactics of the Chinese language. -M.: East - West, 2006. - 192 p.

2. Minyar-Beloruchev R.K. Methodological dictionary. Explanatory dictionary of terms for teaching foreign languages. - M.: Stella, 1996. - 144 p.

3. Practical course of the Chinese language: in 2 volumes / A. F. Kondrashevsky, M. V. Rumyantseva, M. G. Frolova; resp. Ed. A. F. Kondrashevsky. -M.: Eastern Book, 2012. - 768+752 p.

4. Semyonova T.M. Review of research in the field of teaching methods of the Chinese language // Young scientist. 2012. No. 12. P. 510-512.

5. 2004 -115^o (Chinese language. New start. Part 8. Beijing, 2004. - 115 p.).

6. 1991, - 416 ^ (Fundamentals of the Chinese language. Part 2. Beijing, 1991. - 416 p.).

The program has two subprograms - Chinese and Business Chinese.

• Students in the Chinese language subprogram are trained to be specialized Chinese language personnel, knowledgeable about China and adaptable to the needs of modern international development.
• Students in the Business Chinese subprogram are trained to be those who can practice commercial transactions in fluent Chinese, are knowledgeable about China, and are adapted to the needs of modern commerce.

Study Length

The duration of the program is four years, which can be extended to a maximum of eight years.

Place of study

Students study at Zhuhai Campus in the first and second year, and at Guangzhou Campus in the third and fourth year.

Course Composition

Chinese (as a foreign language) Bachelor's program is divided into two areas: Additional Chinese and Business Chinese. Students in either major will take the same core courses in the first two years, which include beginning and intermediate Chinese, conversational Chinese, listening, reading and extensive core composition. Third and fourth year students will take courses in accordance with their chosen track: courses for General Chinese Language Track, Advanced Comprehensive Course, Advanced Conversational Chinese, Chinese Composition, Modern Chinese, Basic Classical Chinese, Chinese Culture, Chinese Newspaper Reading and other electives courses.

Courses for business in China

Comprehensive Business Chinese, Conversational Business Chinese, Chinese Business Composition, Chinese Business Reading, Current China Economics, Basic Economics, International Trade and other selective courses.

Gradation

Graduation certificates will be issued when students have completed the agreed curriculum, acquired a sufficient number of credits, completed a thesis in Chinese and passed Orchestra 8 of the HSK. Students who satisfy the relevant requirements will be awarded a bachelor's degree.

Note: Students with HSK 5 do not have to start studying from the first year. Before studying, students must take a test to decide which grade they will be accepted into.

Admission requirements

Applicants to undergraduate programs must have completed high school and be between the ages of 18 - 45 and in good health. The score for HSK (Chinese Exam) must be new grade 4 or above (180 points) for Science, new grade 5 or above (180 points) for Humanity, Economics and Management.

Necessary materials

• High School Cetificate (students from non-English speaking countries must give a verified English or Chinese copy)
• International students application
• High school official transcript (students from non-English speaking countries must provide a verified English or Chinese copy)
• Copy of passport (head photo page)

Applicants who have already studied at universities (domestic or Chinese) may be accepted as transfer students. Apart from the above materials, university transcripts, HSK 3 certificate and former university matriculation certificates must also be provided.

Alexandra SergeevaPhD, Institute of Asian and African Countries, Moscow State University. M.V. Lomonosov, RIAC expert

With the coming to power of the fifth generation of Chinese leaders, the call for the realization of the “Chinese Dream” - the “great rejuvenation of the Chinese nation” - has become increasingly common in the political lexicon. In recent months, there have been heated discussions in China and abroad about what is meant by this concept. The pride of the Chinese people and the main component of the “great revival of the nation” is undoubtedly Chinese culture in the broad sense of the word, including history, knowledge about modern China and the Chinese language, which have long become active conductors of the “soft power” of the PRC.

Realities and prospects for using the Chinese language as an important resource of “soft power”

Since the early 2000s, the world has seen a rapid increase in the number of people learning Chinese as a foreign language. According to official data from the State Office for the Propagation of the Chinese Language Abroad (abbreviated as Hanban), created in 1984 under the government of the People's Republic of China, there are more than 40 million of them around the world. Studying the language and culture of the Celestial Empire has become a fashionable trend; some countries have literally been gripped by a “fever Chinese language".

Photo: Reuters
Chinese President Xi Jinping calls for
to “implementation of the idea of ​​a strong country,
national uplift and people's happiness"

Analyzing the causes of this phenomenon, we can talk about a set of conditions and the formation of certain prerequisites, both in China itself and abroad. The thirty-year period of “reform and opening up” and the “going outward” policy proclaimed in the field of foreign economic relations in 2000 led to stable economic growth and rapid development of China. Due to the significant increase in the power and influence of this country on the world stage, learning the Chinese language for many is becoming a factor in a successful career, allows them to find a better job, and opens up access to a wider market for their products. Studying and teaching the Chinese language is especially necessary in countries that are dynamically developing trade and economic partnerships and long-term cooperation with the PRC. Thus, in the countries of East and Southeast Asia, some export-import companies have even introduced knowledge of the Chinese language as a criterion required for hiring.

At the same time, the active policy of the PRC leadership plays a significant role in the spread of language and culture abroad, primarily the development of the system of Confucius Institutes and various cultural and research centers.

Since the early 2000s, the world has seen a rapid increase in the number of people learning Chinese as a foreign language. According to official data from the State Office for the Propagation of the Chinese Language Abroad (abbreviated as Hanban), created in 1984 under the PRC government, there are them all over the world

The global network of Confucius Institutes covers many countries of the world, including Russia. The State Office for the Propagation of the Chinese Language Abroad has opened more than 350 Confucius Institutes and Classes in 113 countries. The first Confucius Institute appeared in 2004 in Seoul (South Korea). Confucius Institutes and Classes is a non-profit public organization whose goals are to teach the Chinese language and spread Chinese culture. In addition, the Institute’s tasks include organizing scientific conferences, popularizing language and culture through various events and competitions dedicated to China, conducting a qualifying test for knowledge of the Chinese language (HSK), preparing and publishing educational literature on the Chinese language, student and teaching internships in China , consultations on studying in China.

By 2020, the Office plans to increase the number of Confucius Institutes to 1000. There are more than 20 Confucius Institutes and Classes in Russia - in Moscow, St. Petersburg, Vladivostok, Kazan, Novosibirsk, Yekaterinburg and many other cities. The number of people studying Chinese in Russia is more than 25 thousand people (in universities).

Photo: Voice of Russia
Russia-China: “Forever friends, but in no way
not enemies"

Studying and teaching the Chinese language is especially necessary in countries that are dynamically developing trade and economic partnerships and long-term cooperation with the PRC. Thus, in the countries of East and Southeast Asia, some export-import companies have even introduced knowledge of the Chinese language as a criterion required when hiring.
Another direction is providing foreign students with government scholarships to study in China. Thus, according to the Commission on Government Internships under the Ministry of Education (which has existed since the 1980s), in 2010 the Chinese authorities allocated 650 million yuan (about $80 million) for this purpose. It is also worth noting the activities of the Taiwanese Jiang Ching Guo Foundation, named after the former president of Taiwan, which finances projects and provides grants to foreign sinologists, including from Russia and Eastern European countries.

The activities of the Research Center for Foreign Chinese Studies, created in 1996 on the basis of Beijing Foreign Studies University, deserve close attention. He is engaged in the development of theoretical Chinese studies in China and abroad, and also finances some scientific programs of foreign researchers, including from Russia. The center prepared and published the following publications: “The History of Teaching Chinese in Russia in the Initial Period”, “A Brief History of Orthodoxy in China”, “The History of Sinology in Russia”, “Russian Spiritual Mission in Beijing”, etc.

As the leader of China emphasizes, a comprehensive study of history, culture, as well as teaching and studying the Chinese language provides the opportunity for communication between countries, instills interest in China, and provides understanding and respect for the customs and traditions of the Chinese people. It's no secret that in reality, the general understanding of peoples about each other at the everyday level remains blinkered and outdated. In the 1990s, Russians and Chinese got to know each other mainly through cross-border trade, which did not require deep regional knowledge. But Russia and China are carriers of rich history and culture, and they have something to offer, in addition to goods labeled “made in China” or natural raw materials. Therefore, the main goal of the policy was the formation of a bright and positive image of the country (both China and Russia).

Photo: “Significantly increase soft forces
in the face of culture... in a broader step
to bring Chinese culture abroad..."
(from Hu Jintao's report at the 18th National Congress
PDA)

Currently, in Southeast Asia, the Chinese language is actively competing with the English language. The Chamber of Commerce and Industry of the People's Republic of China in Singapore has been organizing business Chinese courses for several years, and since 2009.

Since the 17th Congress of the CPC (2007), Chinese cultural centers (CCCs) began to open around the world. By the end of 2011, there were 9 such centers, including in Egypt, France (Paris), South Korea, Germany (Berlin), Japan (Tokyo), Mongolia and other countries. In 2012, CCCs were opened in Bangkok, Moscow and Madrid. In 2013, Singapore, Pakistan, Sri Lanka, Serbia, Mexico, and Canada are next in line. In addition, it is planned to sign intergovernmental agreements on the opening of such centers in Turkey, Romania, Hungary, Italy, India, and the UK. For the period from 2007 to 2011. More than 26 thousand people studied at the KCC, more than 2,500 events were held.

The “Plan for the Development of CCCs Abroad” is included in the 12th five-year plan for the socio-economic development of the PRC, designed for 2011-2015.

At the end of December 2012 in Moscow, on Pravdy Street, not far from the Belorusskaya metro station, the first CCC in Russia was opened. The premises have a total area of ​​about 3026 sq. m there are exhibition, digital and multifunctional halls, auditoriums, and a library. The center organizes film screenings, meetings with famous figures of science and culture, Chinese language courses, and classes in Wushu, calligraphy, Chinese painting and cooking.

This activity gives new impetus to Russian-Chinese relations and contributes to knowledge about each other reaching a qualitatively new level. In the context of the growing potential of our states and the strengthening of strategic partnerships and cooperation, the formation of an objective and balanced understanding of each other among broad sections of the population of both countries is a truly important and far from solved task.

Chinese vs English?

The Singapore government provides financial support to Chinese language learners.

Chinese is one of the official languages ​​of the UN and the SCO; it is spoken in the PRC, Taiwan, Singapore and in numerous and very influential Chinese diasporas around the world. For example, learning Chinese is included in the school curriculum in Malaysia and Singapore. It should be noted that in the countries of Southeast Asia, ethnic Chinese have managed to occupy leading positions in important areas of the national economy, concentrating huge financial flows in their hands. Associations of overseas Chinese and the Chinese diaspora are active here, kindergartens and schools teaching Chinese, higher educational institutions and Chinese-language media are opening.

Free government programs for studying the Chinese language (short-term programs “Get in touch with your native roots”) in the PRC and Taiwan are very popular among representatives of the foreign Chinese diaspora, who send their children and grandchildren to their historical homeland to study the language, history and culture. These programs represent very valuable experience for Russia in the context of implementing a policy to involve highly qualified specialists who have left in the process of modernization of our country.

Currently, in Southeast Asia, the Chinese language is actively competing with the English language. The Chinese Chamber of Commerce and Industry in Singapore has been organizing business Chinese courses for several years, and since 2009, the Singapore government has provided financial support to Chinese language learners. For many specialists from large companies, English no longer has the same crucial importance, because most clients are focused on China and need language support in the process of establishing business contacts with local entrepreneurs. English is undoubtedly an essential attribute of every educated person, but today there is a need to understand Chinese as well.

Will Chinese be able to share the leadership position with English in regional international relations? It is very difficult to answer this question unambiguously. The area of ​​influence of Chinese culture is limited primarily to the Asia-Pacific and Southeast Asian regions, regions with prevailing Confucian and Buddhist values. Western popular culture and the spread of the Internet, as the most important elements of foreign soft power, today have a much greater influence on Chinese society, especially young people, than before.

What we can use from the Chinese experience

Photo: Substudio.com
Chinese is the new dominant language
on the Internet

To date, the Russkiy Mir Foundation has opened 5 Russian centers in China at the Beijing Foreign Studies University, Dalian Foreign Studies University, Jilin University, Macao Inter-University Institute and Shanghai Foreign Studies University.

The Russian side is taking similar steps to spread the Russian language and culture abroad, including in the Middle Kingdom. To date, the Russkiy Mir Foundation has opened 5 Russian centers in China at the Beijing Foreign Studies University, Dalian Foreign Studies University, Jilin University, Macao Inter-University Institute and Shanghai Foreign Studies University. In these centers you can read books from leading Russian publishing houses in Russian, watch classics of Russian cinema and modern cinema, get free access to electronic databases of Russian media, texts of encyclopedias, dictionaries and reference books. Libraries of Russian literature and cultural centers are being opened in the PRC, grant projects are supported, Russian language courses are held (in Harbin, Urumqi, Hong Kong), and books on the Russian language are published. Chinese versions of interactive educational programs are posted on the Foundation's Internet portal.

Russia and China hold cross years of national culture and language, years of tourism and youth. In 2012, the Chinese government invited 50 Moscow families to live with Chinese families. More than 200 events are planned to be held as part of the “years of tourism” in China and Russia.

In 2011, the Chinese government adopted a three-year program “Cultural China. Flourishing on the Four Seas”, “Chinese Talents and Arts”, “Chinese Traditional Medicine” and many other programs aimed at strengthening the influence of the Chinese language and culture abroad, demonstrating to the world a new image of China.

The active dissemination of the Chinese language is an integral part of the PRC’s policy of pursuing “Chinese globalization” and creating a “powerful cultural state” within the framework of a “harmonious world.” This should become an effective tool for solving the country’s internal and external problems. China shows great interest in spreading its national culture and language, which is backed by strong political and economic influence. Many people believe that the Chinese language has a chance to become an instrument of international communication. However, there are those who hold the opposite point of view, pointing to the difficulties of mastering this language, serious cultural differences, the insufficient attractiveness of the ideas and concepts of traditional Chinese culture for a modern globalized society, and the gradual Westernization of China.

Time will tell how successfully and to what extent the “Chinese dream” will replace the “American dream”.

1. People's Daily, 03/08/2012.

2. Data are drawn from personal conversations of the author during the 7th international conference organized by the International Society for Overseas Chinese Studies in Singapore in 2010.

Bookstores in the modern world are losing their main function of selling books: online platforms and electronic publications call into question the very existence of printed materials. But the stronger the need for offline bookstores as a place for meeting and discussion becomes. The Bookworm is an iconic place in modern Beijing: an independent bookstore, a library, a publishing house, an annual festival and a platform for communication among the most intellectually active part of the capital's expat community and beyond. Yulia Lobyntseva, former event manager of The Bookworm, told Magazeta about the life of the main independent bookstore in Beijing.

From teaching Chinese to art

I came to China for the second time in 2012 on a scholarship from the Confucius Institute for a master's degree in teaching Chinese as a foreign language, but quickly realized that this was not for me and decided to stop further studies in this direction. Before that, I went for one academic year as an exchange student between the Volgograd Pedagogical University, where I studied, and the Tianjin Language Institute.

After leaving my master's degree, I moved to Beijing and decided that I would become a curator. With my persistence, I managed to get a job at a gallery of Tibetan art in the Beijing art district 798. Then I realized that I couldn’t just be a great curator, and I found an advertisement for a job in The Bookworm for the position of events and marketing manager (marketing manager and organization of events). I told my future boss about my love for literature, he answered me something in completely incomprehensible Irish English, and that’s how they accepted me.

Julia from The Bookworm

The Bookworm is an independent bookstore, which means the Chinese government does not provide any financial assistance or influence on its operations, and it relies on money from book sales, event tickets, and restaurant proceeds. And most importantly, The Bookworm is a cultural space where authors, journalists and various “intellectuals” like to hang out. That is, three places are combined there: a bookstore, a cultural space and a restaurant.

The Bookworm hosts various discussions, book presentations, poetry slams, etc. almost every day. I was mainly involved in organizing these events. I was also involved in promoting the place, public relations, in general, I lived and slept there (sometimes I even poured drinks at the bar). Everyone in Beijing knows me as Julia from The Bookworm, although I no longer work there.

All my colleagues were Chinese, all the restaurant staff were also Chinese, that is, without knowing Chinese they would not have accepted me - you need to work with them somehow, the waiters need to develop the concept that the client is always right (service is difficult in China), constantly make sure that they are doing their job, etc. I often explained to the guys from the book section how important it is for the buyer to advise something, ask what he is interested in, what he does, etc.

My boss was an Irishman, a former journalist who worked for The Telegraph publishing house. I almost always worked alone, except for the time when we were preparing for the Literary Festival, then we already hired a team of guys from the USA, Belgium, Iran and Britain. And in the end, the guy from the USA and I worked together for another two years.

Gradually, The Bookworm stopped being just aimed at expats and we started doing Chinese events and translating all the listings on all the marketing platforms we used from English to Chinese.

Bookstore as a cultural space

The events were completely different; there were, of course, many oriented towards China and Chinese culture. The most popular events are “Where is China heading next?” (What awaits China?), “What is the future of Hong Kong?” (What is the future of Hong Kong?), "Tech in China" (Technology in China) or "I was a foreign kid when Tiananmen happened." And the most popular is something on the topic of relations between the United States and China.

There were really cool book presentations with famous authors, journalists, and even Art Spiegelman came. But there were still a lot of requests from foreign guys to present their book about how they seduced Chinese girls or learned about Confucianism. The world no longer needs such books and events, so I tried to disown them.

More and more Chinese have been coming since 2014. In general, I divided all the visitors into categories, from the Chinese public I singled out five: 1) a Harvard graduate, he would argue with any speaker and ask 6 questions, although only one was allowed; 2) a defender of the Chinese party, who will definitely engage in a discussion about what foreigners should think about themselves before discussing China; 3) very smart guys who are friends with and are sure to know some lawyer exiled to Australia; 4) an underground scene that makes films about the LGBT community; and 5) just interested guys, fans of the speaker, etc. There are even more categories of foreign visitors.

We held almost all the events. When there were controversial events, uniformed police sometimes came to watch and listen. But obvious conflicts never arose.

There is a need learn Chinese? First think about whether it will be useful to you knowledge of Chinese?

1. Is it necessary Chinese to advance your career, to compose business letters, or to read Chinese literature in the original? Or maybe just to broaden your horizons? It is important to see and understand a specific goal learning Chinese. Find the ones that suit all parameters , for example, - go to a trial lesson if you are interested in the process teaching Chinese, Chinese language teacher, group that studies in , students and the general feeling of the process - start walking and acquire the long-awaited knowledge of the Chinese language. It is important that based on the results this Center issued a certificate, this will be an advantage. To learning Chinese was effective, do the exercises daily to thoroughly assimilate what you have already learned in Chinese language courses in Moscow.

2. Learn to speak Chinese and write correctly, repeat the rules, carefully complete the homework given by the teacher at Chinese language courses in Moscow, purchase copybooks for studying hieroglyphs. You can purchase additional language audio and video courses to listen to Chinese speech and its features, to learn words and at the same time learn to speak Chinese yourself - to speak after the announcer or the characters in the training video. Sort out the songs Chinese, turn on Chinese channels (mainly news) or movies (especially those that interest you; it’s good if they have subtitles). Sign up for meetings where you communicate with the Chinese, you can speak in Chinese with friends who are just like you studies Chinese- communicate.

3. It would be a good idea to travel to an area where people speak English. Chinese. There are a lot of companies in Moscow that offer teaching Chinese in China, for example, the opportunity to obtain higher education through our company Kitaeast . Once you have enough knowledge, you will be able to read Chinese language media. This may seem like a difficult task to you, but then your vocabulary will increase, you will learn language expressions and you will understand everything that is written in the Chinese press. Then try to switch to Chinese literature - first take the one that is not difficult.

4. Write Chinese correctly - learn hieroglyphs, grammar, pay attention to the order of writing Chinese characters. It is important to remember in what situation and what expressions in Chinese can be spoken, and when it is not recommended. Write texts to Chinese, do your homework to remember the rules of grammar and hieroglyphs. If required so that you can start working with it, focus on specific Chinese vocabulary that is used by specialists in various fields. If learning Chinese You need for everyday life, you need to learn slang expressions and those words that are common in simple conversations.

5. Try learning Chinese culture. At learning Chinese The main rule is hard study and the desire to write, read and speak English. Chinese- This is an opportunity to broaden your horizons. Perhaps the acquired skill will be a definite plus in the list of your skills for a future employer. Additionally studying in China will also increase your chances in the job market.