A Study On The Test Questions Of "Chinese Bridge" Competition From The Perspective Of Teaching Chinese As A Second Language

In the 21 st century,Chinese has already stepped onto the world stage.The "Chinese Bridge" competition can serve as a good bridge to connect people from all over the world who want to learn Chinese.Through the competition,contestants from all over the world can not only learn Chinese knowledge,but also learn about the excellent traditional Chinese culture.For the contestants of the "Chinese Bridge" competition,Chinese is a second language,and there will be some challenges and errors in the learning process.As a graduate student of Teaching Chinese as a Second Language,how to expand the teaching content of international Chinese class and how to innovate the teaching method is a problem that we must think about,which is of great significance to the promotion of Chinese language and the dissemination of Chinese national culture.Therefore,this paper takes the 17 th,18th and 19 th "Chinese Bridge" Chinese Proficiency Competition for World College Students as the entry point.Firstly,it makes a brief introduction and historical combing of the "Chinese Bridge" Competition.On this basis,the paper analyzes the content of four kinds of test questions of language knowledge,Chinese culture,national conditions and language expression.Then,from the aspects of language knowledge and Chinese culture,the author makes a study of the common errors that are easy to appear in the competition.Finally,on the basis of the analysis of the test contents and the errors of contestants in the 17 th to 19 th "Chinese Bridge" Chinese Proficiency Competition for Foreign College Students,this paper puts forward some enlightenment for the teaching of international Chinese class:The first is phonetic teaching,improve listening and speaking ability,select appropriate listening materials,through music for tone training,through tongue twisters for pronunciation training;Secondly,in the teaching of Chinese characters,the relationship between form and meaning is emphasized,and the calligraphy class of Chinese characters is set up to actively create the environmental conditions for learning and using Chinese characters;Thirdly,in terms of vocabulary teaching,we should cultivate students’ ability of vocabulary discrimination,attach importance to the accumulation of idioms in learning,and give full play to the role of context;Fourth,in terms of grammar teaching,we should pay attention to the comparative teaching of various forms,moderately correct errors,pay attention to the accuracy of language expression,and carry out targeted exercises on the language structures that students use less;Fifth,in terms of cultural teaching,we should combine national conditions with cultural teaching to cultivate intercultural communication ability and solve intercultural communication barriers.