A Study On The Language Proficiency And Study Adaptation Of Chinese Language Undergraduate Students In China

With the continuous development of teaching Chinese as a foreign language,the academic education of foreign students has gradually received attention from the academic circles.As an important part of the academic education for international students in colleges and universities,the Chinese language undergraduate major for foreign students plays an irreplaceable role in improving the language level of foreign students and promoting professional development.Studying the language proficiency and learning adaptation of Chinese language undergraduate international students is conducive to further improving the training program and promoting the cultivation of high-quality Chinese language professionals.The purpose of this research is to understand the current Chinese language proficiency and learning adaptation of international students majoring in Chinese language,in order to explore the relationship between the Chinese proficiency and learning adaptation of academic students.The research will conduct questionnaire surveys and interviews with Chinese language undergraduates from Fujian X university and Beijing Y university to understand their Chinese proficiency and the actual situation of learning adaptation.At the same time,interviews with teachers were conducted,combining quantitative and qualitative results to discuss.The conclusions of this study are as follows.First,the overall Chinese proficiency of Chinese language undergraduate international students is relatively high,and the gap in Chinese proficiency between individual students is not large,and there are differences in various Chinese abilities among students.Second,the overall learning adaptation of Chinese language undergraduates is relatively good,and the students’ learning ability needs to be improved.Third,there is no obvious correlation between students’ Chinese proficiency and learning adaptation,and it may be other factors that affect students’ learning adaptation.At the end of the study,relevant suggestions were put forward from three aspects.First,it is necessary to dynamically grasp the relationship between professional standards,student adaptation and training quality.Second,try to avoid using a single language level to restrict students’ admission,and evaluate students’learning potential and Chinese proficiency from multiple criteria and multiple perspectives.Third,teacher-student communication is the most important part of ensuring the quality of teaching.The relevant departments that formulate standards should pay attention to the feedback of teachers and students on learning problems,adjust teaching methods and strategies in time,and solve practical problems in teaching.