Luo Sicheng
Master's student at the Institute of Foreign Languages,
Hunan Normal University,
China, Changsha
中国长沙湖南师范大学外国语学院研究生
e-mail: 2645093938@qq.com
ORCID ID: https://orcid.org/0009-0002-2865-9109
DOI: https://doi.org/10.24195/2616-5317-2026-42.14
SUMMARY
From the perspective of an interdisciplinary approach that combines foreign language teaching methodology and translation studies practices, the article addresses the problem of overcoming prosodic violations (unjustified pauses and repetitions) in the speech of Slavic-language learners when reading Chinese texts aloud. An attempt is made to prove that the root of the problem lies not only in phonetic interference but also in deep-seated differences in the mechanisms of meaning formation and grammatical structuring of information in Slavic and Chinese languages. This is supported by the analysis of typical errors and data from contrastive linguistics. As an innovative solution, the author proposes integrating strategies of translation-based text analysis into the teaching process: semantic segmentation, identification of cultural concepts, and syntactic restructuring. Based on the author's experience in translating culturally dense texts and methodological achievements, a system of exercises aimed at developing students' skills in holistic perception of Chinese utterances and their correct prosodic formatting is developed and described in detail. The practical significance of the study lies in specific recommendations for overcoming the linguocultural barrier and reducing the cognitive load on students, which contributes to the development of reading speed aloud in Chinese.
Key words: methodology of teaching Chinese as a foreign language, reading aloud, prosodic interference, translation studies, translation strategies, text analysis, linguocultural barrier, Slavicspeaking students.
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