The faculty of the Department of Foreign Languages at MIPT has published a sequel to Russia’s first Chinese language textbook designed for technical students. The key distinguishing feature of the MIPT textbook is the “language through specialization” approach. The second part of the textbook (advanced course) corresponds grammatically to HSK levels III–IV. The second part of the textbook was presented at a Russian-Chinese scientific and practical conference in April 2026.

As Elena Bazanova, head of the Department of Foreign Languages at MIPT, explained, the need for a custom textbook arose due to the lack of materials on the market that prepare students to read and translate texts in physics, mathematics, computer science, or biology.

The main problem with the textbooks currently available is their general humanities focus. “They are excellent for teaching students to talk about family, food, travel, and hobbies, but they do not prepare students for professional work at all. We do not have the same number of language class hours as humanities universities, and we needed material that would allow students to master specialized vocabulary at the beginner level,” - noted Elena Bazanova.

The textbook was authored by Maria Rubets, Ph.D. in Philosophy and head of the Chinese Language Section in the Department of Foreign Languages at MIPT, as well as Shen Ningfei, Ph.D. in Biology and assistant in the department, and Chinese language instructor Yang Fei. According to the authors, the key distinction of the MIPT textbook is the principle of “language through specialization.” Specialized vocabulary is integrated into typical everyday dialogues between students, allowing learners not only to master terms but also to apply them later in spoken conversation. Within the team, the approach has been informally dubbed “Chinese from the End” (as opposed to the conventional “Chinese from Scratch,” in which general vocabulary is studied for the first two years, and specialization begins only in the third year).

The first part of the textbook covers the grammar of HSK Levels I–II (beginner and basic) and introduces basic scientific and technical vocabulary (numbers, dates, percentages, names of gadgets). 

The second part of the textbook (advanced course) corresponds grammatically to HSK levels III–IV (intermediate proficiency in Chinese). In terms of vocabulary, the lessons focus on topics such as artificial intelligence, robotics, genetic engineering, high-energy physics, and university life.

Examples of specialized vocabulary from various lessons in Part Two:

基因工程 (genetic engineering),

基因编辑 (gene editing),

蛋白质 (protein),

病毒 (virus),

纳米 (nanometer),

电磁波 (electromagnetic wave),

人工智能 (artificial intelligence),

神经网络 (neural network),

对撞机 (collider),

希格斯玻色子 (Higgs boson).

While the first part of the textbook introduces specialized vocabulary through everyday dialogues, the second part features dialogues centered on scientific topics—robotics (neural networks), genetic engineering (CRISPR, gene editing), and high-energy physics (the Higgs boson, particle colliders). A distinctive methodological approach by the authors is that the dialogues are structured as discussions of a topic among students from different disciplines; thus, in a conversation about genetic engineering, terms such as “quantum entanglement,” “MRI,” and “algorithm” appear.

The second part is also distinguished by the greater complexity of the texts: the authors have moved from short adapted excerpts to popular science articles (300–500 characters) on the history of computers, telescopes, and microscopes. Communication skills are also deepened: from the ability to introduce oneself and ask a simple question to discussion, argumentation, and summarizing a scientific article.

“From the very first lessons, students practice discussing their academic interests and university courses, laboratory experiments, physical phenomena, the application of artificial intelligence and robotics in various areas of life, and current scientific achievements. “The textbook focuses primarily on reading and translating popular science and academic texts, as well as developing oral communication skills in a professional setting,” - said the textbook’s author, Maria Rubets, head of the Chinese language section in the Department of Foreign Languages at MIPT.

The textbook has already sparked interest at various universities across the country. Inquiries have come from Far Eastern Federal University (FEFU), Moscow State University of Railway Engineering (MIIT), the Military University of the Ministry of Defense (VUMO), and the Russian State University for the Humanities (RSUH).

According to the authors of the textbook, due to the introduction of the new HSK 3.0 standard and the CSCA exams (which assess proficiency in Chinese and specialized subjects: mathematics, physics, and chemistry), Russian universities have faced a shortage of Chinese language textbooks for specialized purposes. 

“Colleagues have noted the methodological thoughtfulness and relevance of the material. Reviews describe it as a ‘long-awaited resource’ and say it ‘breaks down language barriers in professional settings.’ 'The market has truly been waiting for a product like this,'” - emphasized Elena Bazanova.

Instructors note that students show great interest in texts about artificial intelligence, robotics, genetic engineering, and elementary particles—these topics motivate future engineers and researchers to study Chinese with greater purpose.

The grammar of HSK Levels III–IV (duration complements, passive voice, directional modifiers, etc.) is traditionally difficult for Russian-speaking students. However, the authors have received positive feedback on how these structures are explained and practiced using material relevant to students’ professional interests.

Teachers also note the textbook’s flexibility: some use only the vocabulary and grammar sections, while others actively employ the dialogues and supplementary reading texts, expanding them with the “Let’s Talk?” section to develop oral communication and argumentation skills.

Currently, the team of authors has begun developing the third part of the advanced-level textbook. It will focus on working with academic articles (analysis, annotation, translation), preparing for presentations at international conferences, and academic correspondence. In addition to vocabulary related to scientific disciplines, the textbook will also include lexical and grammatical patterns characteristic of academic writing and speech. 

There are also plans to create a website for the textbook featuring additional audio and video materials, interactive exercises, and a forum for teachers. The developers intend to seek inclusion of the textbook in the federal list of educational literature.

The textbook is being distributed through methodological meetings, professional development courses for teachers, and direct requests to the authors. In the future, there are plans to make the textbook available on MIPT’s educational materials platform and in electronic library systems.

For reference:

MIPT is the first technical university in Russia where Chinese is not only taught for scientific and technical purposes, but where original courses and teaching materials are developed, textbooks are written, and language learning is practiced with deep immersion in the subject area. The university has developed an innovative approach to learning Chinese for scientific and technical purposes. This approach is based on an integrated language education program designed for 765 academic hours at the undergraduate level and 180 hours at the graduate level. In 2023, Chinese was introduced into the curriculum as a required second foreign language.

Source