Research On The History And Current Situation Of Chinese Language Teaching In India

There are more than 2000 years of relation between China and India.Buddha originated from India and Buddhist doctrine flew into China,it explains that in the history of the exchanges between people of China and India,the Buddhism exchanges are the most colorful.In 67 AD,Indian high monks Kashyapa Matanga and Dhrama Ratna came to Luoyang,China.They translated 42 chapters of the Sutra,which became the earliest Buddhist translation in the history of Buddhism in China.The incident of Buddhist classics carried by the white house and Xuan Zang journey to the India brought Indian culture to the China.Zheng He,the navigator of China’s seven voyages,went to India six times while carrying the friendship of China with him.Indian songs and dance,astronomy,calendar,literature,architecture,sugar technology,etc.were introduced into China,and Chinese paper making,silk,porcelain,tea,music,etc.were introduced into India,providing historical evidence of the interconnection and mutual learning between the people of two country since ancient times.In recent years,with the rapid development in Sino-Indian Relations and further deepening of cooperation,the craze of Chinese fever is also constantly heating up in India.On the basis of previous studies,this paper focuses on three aspects of discussion and research.First,as the world’s two most populous countries,China and India have long had exchanges in history.Secondly,the current situation of Chinese teaching in India is not very optimistic,and there are many problems in the current teaching situation which needs to be studied and solved urgently.Third,solving the problem of Chinese teaching in India is of great significance for the internationalization of Chinese teaching and the communication of Chinese culture.Regarding the above three questions,the paper did a systematic research regarding stages of development,current status and future developments of India’s Chinese language education and found out that the research about development history,the current situation,existing problems of India’s Chinese language education are very few.The majority of research materials come from Chinese scholars,and the ratio of Indian educational community in this regard is very low,in reality it’s a blank.Hence this paper has three innovative points;1).This paper is the first comparatively complete study in the field of Chinese teaching in India from the aspects of its framework design,coverage content,concerns,clear logic and so on.This paper not only comprehensively introduces the development course and current situation of Chinese teaching in India,but also elaborates the teaching mode,syllabus,teaching method and other details of every Chinese teaching university or private training institution.It also analyzes the macro-environment of Chinese teaching in India and the main factors affecting it.It shows the superiority and shortcomings of Chinese language teaching in India.2).This paper,for the first time in the history of Chinese language teaching and research in India,brings Taiwan Education Center into the scope of its research,expands the research horizon and draws lessons from the relevant experience of Taiwan Education Center in the field of teaching Chinese as a foreign language;3).In the last chapter,the thesis puts forward a series of suggestions and opinions which are pertinent,constructive and operable to the Chinese language teaching circle in India.It tries to draw the attentions of many scholars and students in India and China,to promote the sound development of Chinese language teaching in India,as well as to enhance the capacity of scientific research ability in the field of Chinese language teaching in India.In the introduction of the first chapter,the paper introduces in detail about the significance and background of the topic,innovation,key issues to be solved,literature review,research content,research methods and other six aspects.In the second chapter,the paper reviews the history of Chinese language teaching in India.In this chapter,the paper makes a comprehensive analysis of the development process,current situation,development environment and the main factors affecting Chinese language teaching in India.In addition,this chapter also introduces the current development environment and regional distribution of Chinese language teaching in India,as well as the awareness and attitude of the Indian government and the general public towards Chinese language education.In the third chapter,the paper introduces the language policy of India and the languages of 28 states.It also introduces the official language policy of India,the status of Hindi and English in the Indian languages,the actual status and situation of 22 languages recognized in the Eighth Annex of the Indian Constitution,and the Indian Trilingual program.At the same time,it introduces the first,second,third languages of India and as well as status and role of English in the Indian language in each state.Finally,it talks about the status of Chinese in foreign language teaching in India and the current trends of Chinese learning in India.Chapter Four talks about the teaching models,course structures,teachers,hardware configuration,existing problems and development trends of Chinese language teaching in the universities and private training institutions of India.In addition,the author also included Confucius Institute and Taiwan Education Center in the scope of this paper,and introduced in detail the development of these two foreign educational institutions in India’s education characteristics,operation pattern,education policy and so on.In the fifth chapter,the paper compares Hindi and Chinese,and analyzes the differences between Chinese Language and Hindi,and provides some strategies and suggestions on the teaching of Chinese phonetics,Vocabulary-grammar and Chinese characters.In Chapter 6,in order to better understand the situation of Indian students who are learning Chinese language,the paper conducts a questionnaire survey on 200 Chinese language learners from India by means of questionnaires,and discusses&analyses comprehensively the motivation,purpose,attitude,methods of learning Chinese as well as the problems and difficulties encountered in the process of learning Chinese.In the seventh chapter,the paper makes a comprehensive analysis of the social environment and cultural policies,the cross-cultural exchanges between Chinese and Indian academics,problems of Chinese teaching faculties,teaching materials and teaching methods of Chinese language education in India,it reveals the current problems and challenges faced by Chinese teaching in India.In the last chapter,the paper discusses the current situation of Chinese teaching in India,accordingly provides some teaching suggestions and improvement measures for Chinese teaching in India.