Research Problems On The Process Of Teaching Spoken Chinese In Vietnam

There are micro and macro significant in elementary, intermediate, advanced spoken Chinese teaching sequential study. From a micro sense, teaching sequential study needs to sort out a dialogue in a clear and specific, with a topic or a language we need exactly recognize "what to teach, how to teach" problem and then call them "Identified within the text of teaching content". But from macro sense, teaching sequential study can solve spoken teaching sequential in arrangements timing problem, that is spoken classroom, extracurricular activities, the context of the interpretation such as "First what to teach, what to teach after","determine the content of spoken teaching"... In order to improve Vietnamese students Chinese spoken language skills and interpretation ability, this thesis has researched from the task of business spoken Chinese teaching, the content of teaching, teaching skill, teaching sequential, spoken proficiency testing and Chinese-Vietnamese culture teaching method, spoken interpretation in order to improve teaching efficiency, better to achieve the purpose of teaching. Besides that, this thesis has used quantitative analysis and statistical analysis method in order to research into spoken Chinese teaching sequential for Vietnamese students who are studying Chinese with elementary, intermediate, advanced level. I hope it will provide a reference for teaching Chinese as a researcher, and also offer Vietnamese Chinese language teachers teaching strategies and recommendations.This thesis has the following contents:Chapter one:The introduction of this article, the first description of the purpose and significance of this study, and then introduces the research status spoken foreign language teaching, including domestic and business content of spoken Chinese teaching, teaching methods, teaching interpreting, teaching Chinese language and culture. Mainly theoretical the basis of spoken Chinese teaching as a business language, the principles of spoken teaching, spoken teaching method explanations. Finally, research methods and composing source of this article.Chapter two, three, four, and five:Chapter two:Firstly, the definition of mission and content for business spoken Chinese teaching, which is one of the basic purposes of this study. Secondly, teaching requirements for elementary, intermediate and advanced each stage, teaching content and teaching tasks to carry out a detailed analysis. we all recognize that business spoken Chinese programme is based on teaching spoken Chinese grammar which is designed to develop students’ verbal communication skill and improving students’ interpersonal skill, in that, teaching and practicing are the content of spoken courses.Chapter three:This chapter establish on the foundation of the second chapter, in order to give elementary, intermediate and advanced spoken Chinese teaching in-depth analysis:Generally, the elementary, intermediate and advanced spoken Chinese teaching sequential solving problem in this chapter includes:Pronunciation teaching sequential, Chinese grammar teaching and the use of Chinese elements for interaction skills training skills. After analysising, I recognize Chinese language teacher in the teaching process should focus on the same pronunciation in Vietnamese, clever grammar points, effective using will make students not only get accurate pronunciation but also be through grasping communicative to understand Chinese grammar, beside that learning how to create the actual of communicative environment.Chapter four is created based on the result of chapter two and three with the major content including analysising the contextual of sequence Chinese spoken teaching from elementary, intermediate to advanced which followed step by step:Content of classroom teaching (including from life situations to social situations)â†'Content extracurricular teaching activities (including Chinese in business and diplomatic basis functions, Chinese in tourism infrastructure features and medical basis functions)â†'Choosing Vietnamese-Chinese interpreters topicâ†'Spoken Chinese Proficiency Test. This teaching sequence will contribute to teaching business Chinese and research to help Vietnamese students in improving Chinese language spoken ability and interpretation capabilities.Chapter five is also the development of chapter two, three, four result. In order to go into deep analysis the relationship between elementary, intermediate, advanced Chinese spoken and Chinese culture teaching sequence to find out the conclusion:in the course of any spoken teaching in each stage also required to teach to students some of cultural knowledge from everyday life to social communication in social activities, so that the students get cross-cultural awareness, cultivate to enhance their ability to cross-cultural communication. This is one of the tasks of teaching business Chinese to promote international recognition of Chinese language.Chapter six is deeply analysis the Spoken Chinese Proficiency Test which considered the topic, content and requirements must be suitable for learners of Chinese proficiency in the elementary, intermediate, advanced in each stage in Spoken Chinese test. In order to reflect the gradient, we determine the evaluation points to point out the ability of the for each grade such as:(1) The main requirements of primary learners are to check the ability to talk and be able to describe topic of conversation.(2) Intermediate learners main requirements specifically to elaborate, with commentary and adaptability, and be able to discuss a specific topic statement.(3) The main requirements of advanced are the learners have the ability to resilience, to debate and improvising speaking skills.