A Discussion On The Chinese Bridge And Its Meanings To Teaching Chinese As Foreign Language

China’s rapid economic development and world’s great demand to Chinese-speaking talents, heat upthe global craze for Chinese, attracting more and more foreigners learning Chinese. In order to facilitateChinese learning and the promotion of Chinese culture, a series of activities are organized by Han Ban andConfucius Institute to promote Chinese language to the world, included the Chinese Bridge.Based on the games of2011Chinese Bridge and foreign students’ presentation, this paper analyzesthe difficulties they meet in learning Chinese, in order to find its contributions on improving the teachingof Chinese as a foreign language.The paper includes four parts.The first part is introduction, which explains the features of cultural globalization and thepopularization of Chinese and shows the meaning of Chinese Bridge and its research. In the context ofcultural globalization and popularization of Chinese, only by learning Chinese well can students betterunderstand China’s language and culture, and recognize the differences between Chinese and their ownculture. Hence, this research is very helpful to better implement Chinese teaching activities to foreigners.The second part researches questions in2011Chinese Bridge final games. With detailed analysis andcategorizing, it helps to understand the errors foreign students prone to make when learning Chinese.The third part discusses the cultural differences and makes error analysis based on the Chinese Bridgegames. Since language truthfully reflects cultural characters and intercultural differences, they are clearlyshown in foreign students’ answers. It shows that these differences can be demonstrated in both linguistic composition and application, which is very obvious on vocabulary, semantics, syntax and pragmatics. Also,the cultural difference can be shown in students’ value system, thinking style and social conventions.The last part summarizes the game’s meanings to the teaching of Chinese as foreign language. Afteranalyzing foreign students’ errors, it offers suggestions for teachers as how to effectively avoid these errorsand help them learn Chinese better, especially in teaching process of vocabulary and Chinese characters.