Author: Koni, Xiang

Annotation: This study investigates Chinese character acquisition challenges among Russian-speaking learners at Southwest University of Science and Technology. Building on this empirical research, we propose an adapted pedagogical model for Central Asian learners transitioning from alphabetic to logographic writing systems. The model integrates component analysis and gamification strategies to enhance learning efficiency. We demonstrate how optimizing this foundational aspect of language education contributes to cultivating talent and advancing Sino-Uzbek humanitarian cooperation.

Keywords: Chinese Character Teaching; Russian-speaking Learners; Central Asia; Component-based Pedagogy; Pedagogical Innovation; Etymology-based Teaching; Cognitive Transfer; Sino-Uzbek Cooperation; The Belt and Road Initiative; Second Language Acquisition

Pages in journal: 871 - 877