Discourse grammar teaching of Chinese as a foreign language based on interactional linguistics

Abstract

The relevance of developing discourse grammar teaching methods for Chinese as a foreign language is due to the need for effective communication skills training that takes into account the interactive nature of real language use. The purpose of the work is an in-depth study of the principles and techniques of teaching discourse grammar based on the theoretical framework of interactional linguistics. A comprehensive approach has been applied, including the analysis of pragmatic, semantic and syntactic aspects of discourse. Taking into account the communicative specifics, key methodological principles of discourse-oriented grammar teaching are formulated. Strategies for optimizing the selection and presentation of educational material are proposed. The conducted multidimensional analysis of authentic texts and dialogues made it possible to determine the linguistic features and patterns most significant for the development of discourse competence in Chinese. Recommendations have been developed to improve the system of exercises and tasks, to increase the effectiveness of using interactive teaching methods. The results obtained have high theoretical and applied value for linguodidactics, and emphasize the importance of developing communicatively oriented methods of teaching Chinese grammar. The prospects for further work on the integration of discourse analysis achievements into the practice of teaching Chinese as a foreign language are outlined.