Classroom Games In Teaching Chinese To Speakers Of Other Languages

The subject name of Chinese language teaching to foreigners has changed from CSL/CFL (Teaching Chinese as a second language/Teaching Chinese as a foreign language) to TCSOL(Teaching Chinese to speakers of other languages); its teaching objects and teaching methods have improved a lot simultaneously. Chinese language learners' increasing number and tremendous span of age make people pay more and more attention to the characteristics and requirements of the learners. As a result, more and more teaching methods which aim at the improvement of teaching effectiveness have emerged, such as "ballad teaching method", "theme-induced method", "four-corner teaching method", etc. And classroom games, being popular especially among young language learners for their vividness and interested by teachers of Chinese for their effectiveness, have been introduced into the teaching of Chinese to foreign learners. In comparison with the extensive use of games in English teaching circle, Chinese teachers have just started to put games into practice, and so far the relevant research in this aspect is not satisfactory enough, especially in theoretical research.Therefore the author of this dissertation tries to make a theoretical research on classroom games and its application to Chinese language teaching, with focus on the concepts of classroom games and effective teaching, the role of classroom games in Chinese language teaching and its application. Combined with the close analysis of the four cases, the author discusses the problem of how to guarantee the effectiveness of Chinese teaching from the three aspects of classroom games.The whole structure of the paper is as follows:The research background, purpose, significance, and methods used as well as some relative researches are introduced in Introduction; the first chapter discusses the definition and characteristics of classroom games, the characteristics and criteria of effective teaching, as well as the relationship between classroom games and Chinese language teaching; the second chapter analyzes four practical cases of classroom games; the third chapter discusses the designing of classroom games, the steps of playing games, and the role of teacher in the use of them with the analysis of the four cases mentioned in Chapter Two; the last part summarizes the whole paper and points out the characteristics of the paper.