TYPOLOGY OF ERRORS IN THE WRITTEN SPEECH MADE BY RUSSIAN-SPEAKING STUDENTS WHILE TEACHING CHINESE LANGUAGE: FREQUENCY ANALYSIS AND METHODOLOGICAL RECOMMENDATIONS

Abstract

The article presents an empirical study of errors made by Russian-speaking students at theinitial stage of learning Chinese. It’s a period critically important for establishing stable grammatical andsyntactic skills. The relevance of this research is driven by the growing global interest in Chinese amidincreasing Russian-Chinese collaboration and internationalization. The study is based on a corpus of 30written texts on the topic «About Myself», totaling approximately 4,000 Chinese characters, produced bystudents with no prior experience in Chinese. Particular attention is given to developing a tailored errortypology comprising four main classes: interferential errors (caused by transfer from Russian or other foreignlanguages), near-systemic errors (stemming from incomplete acquisition of rules), extra-systemic errors(falling outside the learned linguistic system), and textual errors (disrupting coherence and discourse logic).Each class is further refined into subclasses and specific error types. A frequency analysis enabled thedistinction between symptomatic (recurrent, systematic) and episodic (occasional, sporadic) errors. Thesefindings informed practical methodological recommendations aimed at enhancing students’ linguisticcompetence, fostering metalinguistic awareness, and improving teaching materials and instructionalstrategies. The conclusion outlines directions for future research, including corpus expansion andcomparative studies with speakers of other native languages.