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This article explores the teaching methods and approaches used in Chinese universities to train Masters in Foreign Language and Applied Linguistics. The programs in China align with the Ministry of Education's requirements and aim to develop the necessary skills for future professionals in the field. The methods employed include lectures, seminars, group and individual classes, and the integration of modern information technologies. The article emphasizes the importance of incorporating innovative teaching methods, such as webinars, to enhance the learning experience. It suggests that the Chinese approach could be valuable for Ukrainian specialists and researchers, but further analysis is needed to compare the two educational systems more comprehensively. [Extracted from the article]

There is a tendency in academia to read early Chinese masters as consistent philosophers. This is to some extent caused by the specific form in which these masters have been studied and taught for more than a century. Convinced of the influence that the form of transmission has on the content, this article studies the more fragmented parts of the book Zhuangzi-instruction scenes or dialogues-and more specifically their formal traits rather than the philosophical content conveyed in them. The focus is on one fragment in Chapter 7 which portrays Liezi, a shaman and Master Calabash. The persons and stages of the instructions scenes in the Zhuangzi seem to promote a non-teaching, in which the learner learns while the teacher does not teach. The non-availability of the teacher and his unwillingness to teach are, paradoxically, at the core of the teaching, although not presented as a valuable alternative. [ABSTRACT FROM AUTHOR]