European International Journal of Pedagogics
131
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
131-133
DOI
3
OPEN ACCESS
SUBMITED
14 March 2025
ACCEPTED
10 April 2025
PUBLISHED
12 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Modern Approaches in
Teaching Chinese
Sodiqova Shirin
Associate Professor, Oriental University, Uzbekistan
Xasanova Shaxzoda
Teacher of Oriental University, Uzbekistan
Abstract:
Innovative approaches to improving the
effectiveness of Chinese language teaching are about
continuing scientific and practical research to develop
further Chinese language teaching methods based on
distance learning opportunities and theoretical
research, as well as conducting in-depth study on the
teaching of Chinese, its theoretical problems, teaching
as a second language, the development of distance
learning, and the problems of literary translation.
Keywords:
Chinese language, innovative approaches,
distance learning, language teaching methods,
problems of literary translation.
Introduction:
The use of innovative methods based on
modern approaches in teaching Chinese is of great
importance. In particular, the communicative approach,
task-based learning, and interactive teaching methods
based on technology are yielding effective results.
As a theoretical issue, the Chinese language differs from
other languages in its morphological and syntactic
aspects. An in-depth study of its lexicographic,
phonological, and semantic aspects is important from
the point of view of linguistics. In addition, the
dialectology and writing system of the Chinese language
should also be theoretically analyzed.
Problems of teaching Chinese as a second language
The main problems in teaching Chinese as a second
language are related to the mastery of pronunciation,
grammatical rules, and hieroglyphs. It is also necessary
to develop methods to increase students' speech
activity, create a language environment and overcome
linguistic difficulties.
Problems of distance learning in teaching Chinese and
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European International Journal of Pedagogics
ways to develop it
Technical and pedagogical problems arise in learning
Chinese through distance learning. The main problems
include the quality of the Internet, the lack of
interactive materials, and the problems of effective
communication between the teacher and the student.
To solve these problems, it is necessary to use modern
platforms, the use of artificial intelligence, and the
improvement of the virtual learning environment.
Literary translation and critical issues in teaching
Chinese
Linguistic and cultural characteristics should be taken
into account when translating Chinese literature. In the
translation process, it is necessary to pay attention to
preserving the meaning and style rather than literal
translation. Also, through critical analysis of
translations, it is determined how much they
correspond to the original text.
Translation of Chinese Literature and Critical Problems
When translating Chinese literature, it is necessary to
pay attention to the following factors:
• Taking into account linguistic and cultural
characteristics;
• In the translation process, preserving the meaning
and style rather than literal translation.
• Studying how much they correspond to the original
text through critical analysis of translations.
Linguistic and cultural characteristics play an important
role in the translation process from Chinese to Uzbek.
This process requires not only literal translation, but
also the correct transmission of the content and
context of the text. Let's consider linguistic and cultural
characteristics in more detail.
Linguistic characteristics
Different grammar and syntax:
- Chinese is an analytical language in which word order
is important. In Uzbek, the word order is freer, and
grammatical meaning is expressed through more
suffixes.
- For example, sentences in Chinese are usually in SVO
(subject
–
verb
–
object) order:
-
他吃
饭了
(Tā chīfàn le) → "He ate meal."
In Uzbek, the SOV (Subject
–
Object
–
Verb) order is
typical: He ate the food.
Semantic and phonetic properties of hieroglyphs - in
Chinese, each hieroglyph carries its own semantic load
and can sometimes have several meanings; when
translating into Uzbek, it is important to determine
what meaning these hieroglyphs give a specific
context.
Pronunciation and tone system - Chinese is a tonal
language, and the same sound can have different
meanings in different tones; since there is no such
tonality in Uzbek, the contextual meaning of these tones
is taken into account during the translation process.
Alternative words and phrases - some words and
phrases in Chinese do not have a direct alternative in
Uzbek; For example,
加油
(Jiāyóu)
- means "Double
fuel", but is actd in an encouraging sense, such as
"Move!", "Good luck!"
Cultural characteristics
Traditional concepts and metaphors - ancient
philosophical and religious concepts are often used in
Chinese. For example,
阴阳
(Yīn yáng)
- the concept of
"Yin and Yang" requires additional explanation in Uzbek.
Symbolic meaning of numbers - in Chinese culture,
numbers have an important symbolic meaning:
- 8 (
八
bā)
- a lucky, wealth-bringing number
- 4 (
四
sì) - an unlucky number due to its similarity to the
word for death (
死
sǐ).
These concepts do not exist directly in Uzbek, so they
may require explanation in translation.
Chinese customs and social norms - Chinese often
require formal and respectful forms. For example, the
word nín (
您
) - "You" (form of respect) is different from
the simple form nǐ (
你
) - "you".
Uzbek also has formal and informal forms of address,
but it is not as strict as Chinese.
Cultural concepts such as holidays and historical events
- Chinese New Year, Chunjie Festival - are not directly
understood in Uzbek and require explanation.
Conclusion
1. To increase the effectiveness of Chinese language
teaching, it is necessary to solve problems based on
innovative approaches, distance learning opportunities
and theoretical research. In the future, it is necessary to
continue scientific and practical research to further
develop Chinese language teaching methods.
2. It is necessary to conduct in-depth research on the
problems of teaching Chinese, studying its theoretical
problems, teaching it as a second language, developing
distance learning and translating literature. Scientific
approaches should be proposed on these issues and
specific recommendations should be developed to
improve the educational process.
3. It is necessary to take into account linguistic and
cultural differences in the process of translating from
Chinese into Uzbek. Direct translation can sometimes
distort the meaning, so the translator must understand
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European International Journal of Pedagogics
the context correctly and, if necessary, provide
additional explanations to convey the translation
accurately.
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