汉语作为二语教学的困难与对策精选文档.docx

汉语作为二语教学的困难与对策精选文档.docx

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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

　　Secondlanguageteachingandacquisitionisnowadaysquiteatrendytopicallovertheworld.Moreandmorecountriesaretryingtoadopttheproperlanguagepolicytoencouragethecitizenstomasterasecondlanguageorforeignlanguagetosatisfytheneedsofinter-culturalcommunication.WiththefastdevelopmentoftheChinesenation’spowerinthelastfewyears，moreandmoreforeignersbecameinterestedinChineseuniqueculture；somepeopleevencametoChinaandspenttimelearningtheChineselanguageinordertoknowmoreaboutChinaandChinesepeople.Theychosedifferentformsofprogramstostudy，andtriedtheirbesttolearnChineseMandarinwellinthehopeofmasteringthislanguagesoastouseitintheirfutureoccupations.

　　Then，theteachingofChineseasasecondlanguagebecameahottopicinChina’seducationcircle.Howtoteachtheforeignstudentswell？

AndwhatarethedifficultiesandreactionsintheteachingofChinese？

　　2.The“Chineseheat”aroundtheworld

　　Inthemoderntimes，moreandmorecountriesintheworldhaverealizedChina’simportanceandinfluencearoundtheworld（DaiQingxia，2008）.Insomeforeigners’opinion，theymayeventhinkthatitismucheasiertofindagoodjobiftheycanspeakChinese.IfonewantstoteachChineseinhisowncountry，tohavebusinesswithChinesepeople，toworkinaChinesefirm，ortogetajobinChina，themasteryoftheChineselanguageisdefinitelyanessentialaspect.

　　WiththepopulartrendoflearningChinesearoundthewholeworld，theChinesegovernmenthasadoptedaseriesofmeasures.DifferentformsoftheSino-foreigncooperationprogramshavebeensetupduringthelastfewdecades.

　　AccordingtotherequirementoftheNation’sEducationDepartment，wemainlyhavethefollowingtypesofcooperationprograms：

exchangestudentsproject，internationalsummerorwintercamp，short-termandlong-termstudyinChina，etc.

　　TheChinesegovernmentbegantoaccepttheinternationalstudentssince1950，andthefirst33studentswerefromEasternEurope.Upto2002，wehavereceivedabout550，000foreignstudentsfrom170differentcountries.Andthenumberoftheunitswhichcanaccepttheforeignstudentshasgreatlyincreasedinthelasttenyears.Sofar，thenumberoftheuniversitiesandcollegeswhichhavetherighttoaccepttheinternationalstudentshasincreasedto500.（People’sDaily，2003-12-15，Section2）.　　TheScholarshipConferenceoftheForeignStudentsinChinawasheldinFudanUniversityin2009.Thespokesmansaid，justin2008，wehavehad223，500studentsstudyinginChinafromothercountries，andthisnumberalmostdoubledeveryfiveyearsinthelastthreedecades（ZhangXiuqin，2009）.

　　WiththedevelopmentofmodernChina，theexternalcommunicationofChineseeducationwithforeigncountrieshasmadegreatprogress.Sofar，Chinahassetupthecooperationrelationshipwith189countriesanddistrictsintheeducationarea；andhasacquiredthemutualaccesstoadmittingdegreecertificateswith34countries.ThemovementofChineselanguageextendinghasmuchimprovedaswell.305overseasConfuciusCollegeshavebeenestablishedin78countries；variousformsofConfuciuslessonsandactivitiesarewelcomedbythelocalstudents.Theaveragerateoftheforeignstudents’entrytoChinawasover18%inthelastfiveyears（ZhangXiuqin，2009）.

　　3.ThepresentsituationofSLTinCTGU：

　　CTGUhasalreadyestablishedcooperativerelationshipswith45universitiesintheforeigncountriessuchasFrance，Germany，theNetherlands，theUnitedStates，Canada，Japan，SouthKorea，Australia，theUnitedKingdom，andsoon.Thecooperationextendstoteaching，scientificresearchandstudentexchanges.Sofar，thecooperationhasgreatlyimprovedscientificresearchandtalentcultivation.

　　InordertospreadtheknowledgeofChinesetraditionalclinicalmedicine，ChinaThreeGorgesUniversityhasruntheClinicalMedicineCoursesProgramsince2004.TheCollegeofMedicalSciencetrainsthestudentstoobtainthetheoryandpracticalskillsinClinicalMedicine，thebasicskillsofmedicaltreatment，prevention，healthcareandhealing.Thegraduatesoftheuniversitywillbeprofessionalswhocantaketheresponsibilityofprofessionalmedicalpractitioner.

　　TheprogramiscalledUndergraduateClinicalMedicineprogram（MBBS），andthedurationisfourandhalfyearswithoneyearcompulsoryinternship（5.5years）.TheCTGUcoursecurriculumhasbeeneditedandre-designedconsideringtherequirementsofthestudentsfromabroad，takingintoaccounttheirlocalsyllabusaswellasthelicensingexamsinSouthAsiaandtheMiddleEast.Therearesufficientnumbersofwellqualified，overseastrainedteachersfluentinEnglishtotakecareofstudents’study.TherearealsovisitingfacultiesfromforeigncountrieslikeUSA，Europe，India，Nepal，etc.AllinternationalundergraduatestudentsmustundergoChineselanguageclassesduringtheentirecourseofduration.　　4.ThepracticaldifficultiesofSLTinCTGU

　　InordertogettheknowledgeofthecurrentlanguageteachingsituationoftheNepaleseandIndianstudentsinCTGU，IgaveaninterviewtosixpostgraduatesandtwoteacherswhoareteachingtheforeignstudentsChineselanguageintheCollegeofArts.AllofthepostgraduatesareinGradeTwoandmajorinModernChinese，mostofthemhavetheteachingpracticeof1-2years，andtheirstudentsaremainlyfromNepalandIndia；bothofthetwoprofessorshavemorethan4yearsofteachingexperiencenotonlyoftheAsianstudents，butalsoEuropeanandAmericanstudents.

　　Accordingtotheinterviewresultsandanalysis，wecanfindthatwehavemanyproblemsasfollows：

　　4.1Theuniquecharacteristicsoftheteachingobjects

　　TheforeignstudentsinCTGUmainlyarefromNepalandIndiaandaredifferentfromthestudentsfromAmericaandBritain.Eachnationhasitsownidentity，especiallylikeNepalandIndia；bothofthemareconsideredasmultiethniccountries，whichhavespecialcustomsortaboos.TheirmothertongueisneitherEnglishnorChinese，whichmeansChinesecharacterandthepronunciationsystemmaybequitedifficultforthemtounderstandandmemorize.ButtheteachershereareusuallymorefamiliarwiththeWesternstudents’wayofthinkingandlifestyle，theyseldomgetenoughinformationaboutthestudentsfromNepalandIndia.

　　Theeducationbackgroundisalsoakeyfactorintheteachingpreparation.SomestudentsmayhavehadinterrelatededucationaboutChineseathome，buttheothersmaynot.ThefirstgroupofstudentsmayhavesuperioradaptabilityaftertheycometoChina；unluckily，fewofthestudentstoCTGUacquiredthebackgroundknowledgewhentheywereintheircountries.

　　Theculturebackgroundisanotherimportantelement，whichdeterminesone’swayofthinkingandbasicbehaviorsinthecommunicationwithotherpeople.Ifonehastheopen-mindedattitudetowardsdifferentcultures，he/shemayadapttoanewenvironmentmuchsooner，andtheso-called“culturalshock”couldhardlyhaveanegativeinfluenceonhim/her.

　　However，mostoftheforeignstudentsinCTGUfromNepalandIndiaseemtofindithardtogetalongwellwiththeChinesewayofdealingwithdailytriflesandstudyaproblem，whichleadstomanydifficultiesintheirlanguageacquisition.

　　4.2ThedifficultfeaturesoftheChineselanguage

　　Besidestheuniquefeaturesofteachingobjects，themaindifficultiesexistinthelanguageitself.AlthoughtheChinesegovernmenthassetupa“pinyin”systemwhichusesliketheLatinletters，ithasatotallydifferentpronunciationfromthealphabet.Manyrulesarealsohardtocomprehendandremember.　　Comparedwithothercountries，theChinesecharacters’systemisaspecialwritingform.Thevocabularymostlyconsistsofasinglecharacter，andonewordmayhavemanykindsofmeaningindifferentcontexts.

　　ThesyntaxisnotthesameasEnglishsentences，either.Chinesesentencestructurecanbelongorshort.Butwhenweenlargeasentence，weusuallyaddtheadverbialormodifierbeforetheheadwords，whichisjusttheoppositeofEnglish.

　　TheChinesegrammaralsohasmanyuniquecharacteristics.Wedonothavetheformchangesattheendofaword；wedonotusethesingleorpluralformoftheverb“be”；wedonothavesomanytensechangesinactualuse.ThetensevariationisconsideredasthemostcomplexsysteminEnglishlearning.Butwehavetherulesoftheuseofadverbslike“着”，“了”，“过”，and“的”，“地”，“得”.

　　4.3Inter-languageproblemsintheteachingprocess

　　IntheChineselanguageclassofCTGU，Englishisfixedastheinter-languagebetweenthelecturerandtheinternationalstudents.Nevertheless，untranslatabilityexistsinreality；Englishcannotbetranslatedintoeverythingthattheywanttoconveytoeachother，somisunderstandingsoftenoccurinclass.Forinstance，thefour-characteridiomisaspecificChineseproductioninvocabulary，butitishardforthelecturertocompletelyexplainthemeaningoftheidiomsbecausemostofthemhaveacloserelationshipwiththeChinesehistoryorChinesetraditionalcustoms.

　　5.Solutionstotheseproblems

　　Throughtheinterview，itisobviousthatmanyobstaclesexistinouruniversity，althoughtheteachershavebeenthinkingnon-stopaboutthemandtryingtoimprovethecurrentsituation.Itisprobablethatwecanponderoverthefollowingelements：

　　5.1Accurateanddeepanalysisofthestudents’characteristics

　　Wecanspendmoretimeonthestudyofthestudents’backgroundinformation；evenpayattentiontotheirindividualfeature.Onlybyknowingmoreaboutthesubjectoftheteaching，dowehavebetterclasscooperation