Syntactic Interference in Teaching Chinese to Russian-speaking Students: Manifestations and Ways to Overcome

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Analysis identifies common syntactic interference errors in Russian learners of Chinese, suggesting innovative teaching methods.

Teaching Chinese effectively requires addressing syntactic interference common among Russian-speaking students, and using targeted strategies can enhance learning outcomes.
Common errors were identified through qualitative and quantitative analysis, revealing specific syntactic challenges faced by students learning Chinese.
A linguistic approach, coupled with cognitive-functional strategies, has proven beneficial in teaching syntax and visualizing language structures.
Digital technologies can enhance motivation and facilitate understanding of grammatical-syntactic rules, improving student engagement during lessons.

Danilov et al. (2025) studied this question.

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