The article is written within the framework of an interdisciplinary aspect and presents a method of teaching Chinese via an in-depth analysis of its semantics. The focal point of this work is integral research of: (a) the conditions of perceiving semantic information by Russian-speaking students of Chinese, and (b) the discursive-semantic characteristics of a certain sphere of verbal nominations. These problems have not yet been explored. The relevance of the study is determined by the need to restructure the method of teaching Chinese, taking into account the thinking processes of language learners, to master the language material at the proper level of understanding and awareness. Knowledge based on understanding contributes to the creative use of linguistic units in speech. Many ideas are drawn from the theoretical postulates of cognitive linguistics. The mechanisms of thinking and its features are primarily manifested in the semantics of the language, in its lexical meanings. Due to the fact that learners of Chinese are Russian native speakers, the language material was analyzed in the framework of the contrastive-comparative method. The selection of units for the study took place in an onomasiological vein followed by a semasiological examination. We did not follow the strict rules of componential analysis and offer semantic interpretations empirically tested in practical classes in Chinese. Didactic observation brought us to the linguistic sphere and confirmed our assumption about the basic conceptual unit of the Chinese language. In the opinion of the authors such units usually sound monosyllabic and in speech they can be a word or a morpheme. In writing they are represented as a character 字 zi. Such units should become a special object of language instruction.
本文从跨学科的角度出发，通过对汉语语义的深入分析，提出了一种教学方法。本研究的重点是：（一）俄语汉语学生感知语义信息的条件；（二）某一言语提名范畴的话语语义特征。这些问题尚未得到探讨。这项研究的相关性取决于需要重构汉语教学方法，考虑到语言学习者的思维过程，在适当的理解和意识水平上掌握语言材料。基于理解的知识有助于语言单位的创造性运用。许多观点都是从认知语言学的理论假设中得出的。思维机制及其特点主要体现在语言的语义、词汇意义上。由于汉语学习者是以俄语为母语的人，因此在对比比较法的框架下对语料进行了分析。研究单位的选择是在拟声静脉内进行的，然后进行语义检查。我们没有遵循严格的成分分析规则，而是在汉语实际课堂上进行了实证检验。说教式的观察把我们带到了语言领域，并证实了我们对汉语基本概念单位的假设。作者认为这些单位通常听起来是单音节的，在言语中可以是一个词或一个语素。在书面上，他们被表现为一个汉字“字”。这些单元应该成为语言教学的一个特殊对象。