PECULIARITIES OF TEACHING CHINESE UNDERGRADUTE AND POSTGRADUATE STUDENTS IN A NON-LINGUISTIC UNIVERSITY

Abstract

This article examines the trends and conditions for the effective teaching English to undergraduates and postgraduates from China in the system of higher technical education in the republic of Belarus. Teaching English to Chinese students is a unique experience that requires an understanding of both cultural differences and language issues. Chinese culture highly values group harmony and unity of views. One of the goals of the lesson is to create a supportive environment in which individual contributions are encouraged while maintaining group harmony. Traditional Chinese education places a strong emphasis on rote memorization and repetition. While this approach can be effective for certain types of learning, it is not always suitable for foreign language learning, where methods rely on critical thinking, problem-based and project-based learning. The Chinese language has significant differences from English, which creates a number of challenges when learning English. To address these issues, teachers should adopt customized teaching technologies and methods that are tailored to the needs of Chinese learners. Using visual aids such as pictures, videos, and diagrams can help bridge the gap between the two languages. Encouraging interactive activities such as role-playing, debates, and group work can promote active participation and overcome the tendency to be passive.

Keywords

• Cultural differences
• Face-Saving Culture
• Contextual learning technology
• Customized approach
• Intercultural awareness

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