An Study Of The Training For Teachers Of English In China Transforming To Teach Chinese As A Foreign Language

As well known, the development of Chinese economy and culture aroused a global Chinese Fever. Meanwhile, it’s accompanied by the increasing of the number of Chinese-learners, the demand of Chinese-teachers and the great importance placed on the Chinese-teachers’ training. At present, there are more and more teachers in our country transform to teach Chinese as a foreign language, among which the number of English teachers is much great. The participating of English teachers plays a large role in promoting the teaching of Chinese as a foreign language. However, during the course of Chinese teaching, they are easy influenced by their former English teaching experience and meet many difficulties and problems, such as difficult to explain some invisible language rules and difficult to deal with the teacher-student relationship due to improper teaching methods etc. We found that there were some common points in the difficulties and problems. For this reason, this thesis is aimed to design a special training program for these English teachers by analyzing the differences between the English teaching and Chinese teaching, making clear the abilities to be improved for the English teachers going to transform to teach Chinese as a foreign language with the guidance of the National Ministry of Education’s training program for Master of Teaching Chinese to Speakers of Other Languages, to solve the problems they meet and to improve the overall level of the teachers in teaching Chinese as a foreign language.This thesis mainly uses the method of documentary research to study the training of Chinese teachers transforming to teach Chinese as a foreign language. On the basis of analyzing a great number of documents, here we list six differences in English teaching and Chinese teaching which including the differences in types of education, teaching content, teaching aims, teaching methods, teaching languages and the teacher-student relationship. Due to these differences, the ability requirements to teachers are not the same. Considering the characteristic features of English teachers and the demand of Chinese teaching as a foreign language, it’s mentioned that during the training, English teachers should train and improve their ability in Chinese, Chinese teaching, Chinese teaching language and the dealing with the teacher-student Relationship etc. so that they can carry out their Chinese teaching work better. In the last chapter, according to the national Ministry of Education’s training program of the Master of Teaching Chinese to Speakers of Other Languages, short for MTCSOL, and on the basis of studying and analyzing the training programs of MTCSOL of Shandong University, Jilin University, Beijing University and Beijing Language University, it designs a special training program for English teachers to teach Chinese to Speakers of Other Languages. On training contents, as English teachers have some knowledge on foreign languages, foreign cultures and Second Language Teaching, so in the training program, this part of contents and its training time can be reduced. Meanwhile, considering English teachers’ features in their major, the training should take more emphasis on Chinese language knowledge, teaching language and the teacher-student relationship handling. On the other hand, as for the training ways, since English teachers need to improve their teaching language and dealing with the teacher-student relationship, and the best way to improve these abilities is to practice during the teaching course and to take the case analysis. So during the training, in order to improve the teachers’Chinese teaching ability, the trainers should be given more practice chance and more chance to take the case analysis.