On The Chinese Acquisition And Teaching In Foreign Environments

The rapid development of politics, science, economy, technology and culture has enhanced the infiltration and interflow among countries. With the rapid development of China, more and more countries pay high attention to China. As the important media between China and the countries all around the world, Chinese has a remarkable development in the modern society. However, though a great deal of foreign students come to China for Chinese learning, most students learn Chinese in their own countries. Chinese Teaching changes from "come to China" to "go to world". As a result, studying the Chinese teaching in foreign countries has very significant sense. This paper aims at investigating the Chinese teaching in foreign context. First, the motivation and the sense of this paper are described, and the related concepts are introduced. Then, the main theories of the second language acquisition, especially the acquisition hypothesis of Krashen, are introduced and commented. In addition, the characteristics and problems about Chinese acquisition in the non-Chinese environment are stated, and five rules of Chinese teaching in the non-Chinese environment are described. Finally, three Chinese language teaching models in the United States will be commented and the features and illuminations they give us will be exposed.