Cover Page

Cite item


This article presents the results of a comparative analysis of two phonetic systems and the experimental data obtained in monitoring phonetic skills and phonematic hearing of Chinese students of preparatory faculty, philological faculty (bachelors), postgraduate students-philologists. Describing the dynamics of phonetic skills and phonematic hearing has practical and theoretical meaning, because it is important to identify the reason of incorrect pronunciation and find the best solution to correct it. Only theoretical (linguistic) and experimental methods in phonetic studies can reveal more objective characteristics of native (Chinese) language interference. The comparative analysis of phonetic and intonational differences of typologically different languages makes it possible to predict phonetic difficulties and accent of Chinese students speaking Russian and differentiate the objective mistakes, caused by native language interference, and individual ones. The experiment has revealed typical phonetic mistakes resulting from the linguistic features of the two languages, and subjective factors (psychological, physiological) in a certain learning environments. The purpose of the article is to show that the development of phonemic hearing in the process of studying a foreign language and the dynamics of phonetic skills are interrelated. They influence the effectiveness of studying a foreign language. So the teacher should not underestimate the role of phonetics in teaching a foreign language.

About the authors

Xinxing He

Penza State University

Author for correspondence.

postgraduate of Penza State University, assistant of the chair “Teaching Russian as a foreign language”. Research interests: methods of teaching languages, methods of teaching Russian as a foreign language, Russian phonetics and intonation. Published 10 scientific publications

40, Krasnaya str., Penza, 440026, Russian Federation


  1. Azimov E.G., Shchukin A.N. (1999). Slovar’ metodicheskikh terminov. [The Dictionary of Methoducal Terms]. Saint-Petersburg. (In Russ).
  2. Baranovskaya S.A. (1984). Obuchenie russkomu proiznosheniyu inostrantsev. [Teaching Foreigners Russian Pronounciation]. Moscow. (In Russ).
  3. Bernshtein S.I. Voprosy obucheniya proiznosheniyu (primenitel’no k prepodavaniyu russkogo yazyka kak inostrannogo). [Teaching Pronounciation of Russian as a Foreign Language]. Voprosy fonetiki i obuchenie proiznosheniyu. Moscow. (In Russ).
  4. Kolosov K.M. (1971). K voprosu ob artikulyatsionnoi baze yazyka. [On Language Articulation Base]. Teoreticheskie problemy fonetiki i obuchenie proiznosheniyu. Moscow. (In Russ).
  5. Leont’ev A.N. (1983) Izbrannye psihologicheskie proizvedenija. [Selected Psychological Works]. Moscow. (In Russ).
  6. Polivanov E.D. (1968). Stat’i po obshhemu yazykoznaniyu. [Articles on General Linguistics]. Moscow. (In Russ).
  7. Reformatskii A.A. (1962). O sopostavitel’nom metode. [On Comarative Method]. Russkiy yazyk v natsional’noi shkole. (In Russ).
  8. Samuilova N.I. (1978). Voprosy lingvisticheskogo obosnovaniya metodiki obucheniya proiznosheniyu. [Problems of Linguistic Bases of Teaching Pronunciation]. Voprosy obucheniya russkomu proiznosheniyu. Moscow. (In Russ).
  9. Shcherba L.V. (1957). Fonetika frantsuzskogo yazyka. [French Language Phonetics]. Moscow. (In Russ). Shchukin A.N. (2003). Metodika prepodavaniya russkogo yazyka kak inostrannogo. [Methods of Teaching Russian as a Foreign Language]. Moscow. (In Russ).

Copyright (c) 2018 He X.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

This website uses cookies

You consent to our cookies if you continue to use our website.

About Cookies