汉语作为二语教学的困难与对策精选文档.docx

1、汉语作为二语教学的困难与对策精选文档汉语作为二语教学的困难与对策1.Introduction Second language teaching and acquisition is nowadays quite a trendy topic all over the world. More and more countries are trying to adopt the proper language policy to encourage the citizens to master a second language or foreign language to satisfy the

2、 needs of inter-cultural communication. With the fast development of the Chinese nations power in the last few years， more and more foreigners became interested in Chinese unique culture； some people even came to China and spent time learning the Chinese language in order to know more about China an

3、d Chinese people. They chose different forms of programs to study， and tried their best to learn Chinese Mandarin well in the hope of mastering this language so as to use it in their future occupations. Then， the teaching of Chinese as a second language became a hot topic in Chinas education circle.

4、 How to teach the foreign students well？ And what are the difficulties and reactions in the teaching of Chinese？ 2.The “Chinese heat” around the world In the modern times， more and more countries in the world have realized Chinas importance and influence around the world （Dai Qingxia， 2008）. In some

5、 foreigners opinion， they may even think that it is much easier to find a good job if they can speak Chinese. If one wants to teach Chinese in his own country， to have business with Chinese people， to work in a Chinese firm， or to get a job in China， the mastery of the Chinese language is definitely

6、 an essential aspect. With the popular trend of learning Chinese around the whole world， the Chinese government has adopted a series of measures. Different forms of the Sino-foreign cooperation programs have been set up during the last few decades. According to the requirement of the Nations Educati

7、on Department， we mainly have the following types of cooperation programs： exchange students project， international summer or winter camp， short-term and long-term study in China， etc. The Chinese government began to accept the international students since 1950， and the first 33 students were from E

8、astern Europe. Up to 2002， we have received about 550，000 foreign students from 170 different countries. And the number of the units which can accept the foreign students has greatly increased in the last ten years. So far， the number of the universities and colleges which have the right to accept t

9、he international students has increased to 500. （Peoples Daily， 2003-12-15， Section 2）. The Scholarship Conference of the Foreign Students in China was held in Fudan University in 2009. The spokesman said， just in 2008， we have had 223，500 students studying in China from other countries， and this nu

10、mber almost doubled every five years in the last three decades （Zhang Xiuqin， 2009）. With the development of modern China， the external communication of Chinese education with foreign countries has made great progress. So far， China has set up the cooperation relationship with 189 countries and dist

11、ricts in the education area； and has acquired the mutual access to admitting degree certificates with 34 countries. The movement of Chinese language extending has much improved as well. 305 overseas Confucius Colleges have been established in 78 countries； various forms of Confucius lessons and acti

12、vities are welcomed by the local students. The average rate of the foreign students entry to China was over 18% in the last five years （Zhang Xiuqin， 2009）. 3.The present situation of SLT in CTGU： CTGU has already established cooperative relationships with 45 universities in the foreign countries su

13、ch as France， Germany， the Netherlands， the United States， Canada， Japan， South Korea， Australia， the United Kingdom， and so on. The cooperation extends to teaching， scientific research and student exchanges. So far， the cooperation has greatly improved scientific research and talent cultivation. In

14、 order to spread the knowledge of Chinese traditional clinical medicine， China Three Gorges University has run the Clinical Medicine Courses Program since 2004. The College of Medical Science trains the students to obtain the theory and practical skills in Clinical Medicine， the basic skills of medi

15、cal treatment， prevention， health care and healing. The graduates of the university will be professionals who can take the responsibility of professional medical practitioner. The program is called Undergraduate Clinical Medicine program （MBBS）， and the duration is four and half years with one year

16、compulsory internship （5.5years）. The CTGU course curriculum has been edited and re-designed considering the requirements of the students from abroad， taking into account their local syllabus as well as the licensing exams in South Asia and the Middle East. There are sufficient numbers of well quali

17、fied， overseas trained teachers fluent in English to take care of students study. There are also visiting faculties from foreign countries like USA， Europe， India， Nepal， etc. All international undergraduate students must undergo Chinese language classes during the entire course of duration. 4.The p

18、ractical difficulties of SLT in CTGU In order to get the knowledge of the current language teaching situation of the Nepalese and Indian students in CTGU， I gave an interview to six postgraduates and two teachers who are teaching the foreign students Chinese language in the College of Arts. All of t

19、he postgraduates are in Grade Two and major in Modern Chinese， most of them have the teaching practice of 1-2 years， and their students are mainly from Nepal and India； both of the two professors have more than 4 years of teaching experience not only of the Asian students， but also European and Amer

20、ican students. According to the interview results and analysis， we can find that we have many problems as follows： 4.1 The unique characteristics of the teaching objects The foreign students in CTGU mainly are from Nepal and India and are different from the students from America and Britain. Each na

21、tion has its own identity， especially like Nepal and India； both of them are considered as multiethnic countries， which have special customs or taboos. Their mother tongue is neither English nor Chinese， which means Chinese character and the pronunciation system may be quite difficult for them to un

22、derstand and memorize. But the teachers here are usually more familiar with the Western students way of thinking and lifestyle， they seldom get enough information about the students from Nepal and India. The education background is also a key factor in the teaching preparation. Some students may hav

23、e had interrelated education about Chinese at home， but the others may not. The first group of students may have superior adaptability after they come to China； unluckily， few of the students to CTGU acquired the background knowledge when they were in their countries. The culture background is anoth

24、er important element， which determines ones way of thinking and basic behaviors in the communication with other people. If one has the open-minded attitude towards different cultures， he/she may adapt to a new environment much sooner， and the so-called “cultural shock” could hardly have a negative i

25、nfluence on him/her. However， most of the foreign students in CTGU from Nepal and India seem to find it hard to get along well with the Chinese way of dealing with daily trifles and study a problem， which leads to many difficulties in their language acquisition. 4.2 The difficult features of the Chi

26、nese language Besides the unique features of teaching objects， the main difficulties exist in the language itself. Although the Chinese government has set up a “pinyin” system which uses like the Latin letters， it has a totally different pronunciation from the alphabet. Many rules are also hard to c

27、omprehend and remember. Compared with other countries， the Chinese characters system is a special writing form. The vocabulary mostly consists of a single character， and one word may have many kinds of meaning in different contexts. The syntax is not the same as English sentences， either. Chinese se

28、ntence structure can be long or short. But when we enlarge a sentence， we usually add the adverbial or modifier before the headwords， which is just the opposite of English. The Chinese grammar also has many unique characteristics. We do not have the form changes at the end of a word； we do not use t

29、he single or plural form of the verb “be”； we do not have so many tense changes in actual use. The tense variation is considered as the most complex system in English learning. But we have the rules of the use of adverbs like “着”， “了”， “过”， and “的”， “地”， “得”. 4.3 Inter-language problems in the teach

30、ing process In the Chinese language class of CTGU， English is fixed as the inter-language between the lecturer and the international students. Nevertheless， untranslatability exists in reality； English cannot be translated into everything that they want to convey to each other， so misunderstandings

31、often occur in class. For instance， the four-character idiom is a specific Chinese production in vocabulary， but it is hard for the lecturer to completely explain the meaning of the idioms because most of them have a close relationship with the Chinese history or Chinese traditional customs. 5.Solut

32、ions to these problems Through the interview， it is obvious that many obstacles exist in our university， although the teachers have been thinking non-stop about them and trying to improve the current situation. It is probable that we can ponder over the following elements： 5.1 Accurate and deep analysis of the students characteristics We can spend more time on the study of the students background information； even pay attention to their individual feature. Only by knowing more about the subject of the teaching， do we have better class cooperation