A Study On The Flexibility And Systematic Problems Of One - To - One Teaching In

With the improvement of China’s international status, more and more foreigners come to China to seek development opportunities. Because of work reasons, they are unable to participate in the traditional classroom teaching, but turning to one-on-one instruction form to learn Chinese. In contrast with there are flows of studies of classroom teaching, Chinese scholars’studies on one-on-one teaching form are less than expected. Any form of teaching has its value of existence. We need to constantly explore and perfect different teaching forms. This research aims to study the general contradiction between the systematicness and the flexibility in the one-on-one instruction so as to improve the teaching effect of one-on-one instruction.The research methods of this paper are, in the basis of previous research results, using the case study method, combined with questionnaire, observation, recording and other means to collect and analyze the data. The author takes an one-on-one instruction in which the learner is a Korean businessman as an example to analyze the general contradiction in the one-on-one instruction between the flexibility of the learners’communication requirements and the systematicness of Chinese grammar structure, The research at last explores a teaching pattern to solve this contradiction.This study is divided into five parts:PART1:Introduction. This part introduces the research background, research goal, significance and research methods, the research at home and abroad has also been reviewed.PART2:Theory background. This chapter introduces the concept of one-on-one instruction, summarizes the advantages and disadvantages, mainly defines the systematicness and flexibility of this research, describes the contradiction between them and divides the contradiction into default and non-default contradictions.PART3:A general analysis on student A. This chapter focuses on the analy sis of the Korean businessman’s emotion characteristic,learning strategies and communicative strategies, knowledge structure, learning needs.PART4:The teaching design and strategies of solving student A’s one-on-one instruction contradiction. This chapter first introduces the overall design of the one-on-one instruction. Secondly, the author introduces concretely the default and non-default contradictions from the one-on-one instruction, and discusses them thoroughly. Thirdly, this part mainly discusses how to use Task-based teaching to solve the default contradiction as well as how to use Chunk teaching and grammar cards to solve the non-default contradictions. The last part of this chapter introduces the evaluation, the teaching effect and the feedback of this one-on-one instruction.PART5:Conclusion. This chapter is divided into inspiration and reflection. Inspiration part raises the case analysis up to theory, discusses the importance of learner analysis in the one-on-one instruction. It also aims to summarize the strategy of solving the systematicness and flexibility contradiction gained from this case study into a teaching pattern, in order to help the one-on-one instruction teaching in the future.Reflection part discusses the value and shortcomings of the case study and suggestions for further research are put forward.