Selection of lexical units for forming Chinese lexical competence in listening among philology students

The article is dedicated to the problem of selecting lexical units for the formation of Chinese listening competence among philology students. The article aims to characterize the difficulties of teaching listening comprehension of Chinese vocabulary, describe the units, criteria and procedure for selecting Chinese vocabulary for teaching listening to philology students at the initial stage of their studies. Chinese vocabulary is characterized by a number of typological features that are reflected in the morphological structure, phonetic features of words, semantics and syntagmatic features, which causes a number of difficulties – subject-related (related to extralinguistic knowledge), logical (related to the specific structure of the word, the peculiarities of reflecting the discrete perception of the world by native speakers in the word, and also related to the segmentation of the speech flow), and language-related (connected with the phonological features of the Chinese vocabulary). It has been determined that the units for vocabulary selection are a word (free primary lexeme, compound, phrase) and the primary lexeme. The criteria for selection are as follows: thematic relevance, derivational and structural ability, communicative value, cultural significance, collocability and semantic selectivity, professional orientation, tonal completeness and selectivity, and relevance. The main sources for selecting primary lexical units, syntactically free lexemes, and phrases are dictionaries, textbooks, and educational materials, as well as internet resources. The procedure for selecting teaching materials took place in two stages. In the first stage, the Chinese language curricula and international standards were analyzed, thematic groups of vocabulary relevant to the initial stage of language learning were identified, and the scope of vocabulary that students should master (approximately 1800-2000 words) was determined. In the second stage, dictionaries, textbooks, educational materials, and specific internet resources were analyzed; based on the specified criteria, a selection of morpheme compounds, syntactically free lexemes, and phrases was made; they were grouped according to the topics of the lessons, which align with the curricula