In View Of The South Korean Students Spoken Chinese Culture Teaching Research

The learning of Chinese as a foreign language is on the rise; the academia ofteaching Chinese as a foreign Language is improving, and updating its teachingmethods. The research done on classroom teaching factors, such as students, textbooks,teachers, pertains to what teachers are renovating.On the basis of researching oral Chinese teaching, we probe into the characteristicsof cultural factors in oral Chinese through the analysis of vocabulary, and expressions.We may identify the defects and shortcomings of teaching oral Chinese in theclassroom and make propositions towards effective cultural teaching strategies bymeans of questionnaire survey and the analysis of textbooks.There are four chapters in this article. In the introductory chapter, we have a briefdescription on the purposes, significance, methods and content of this study. We havea brief review on previous research. In Chapter One, We make a brief description andintroduction on correlative theoretical basis, and the relationship between language andculture. In Chapter Two, on one hand we classify the cultural factors of variousvocabularies in oral Chinese used in classroom. We analyzed the phenomenon of “SameWord but different meaning” by means of comparing the cultural factors in Chinese andKorean from the perspective of cultural meanings; on the other hand we find the uniquecultural factors in Chinese, and the frequent mistakes Korean Students made. Lastly, weput forward effective methods in teaching spoken Chinese and its cultural factors.Chapter Three is the questionnaire design and its result analysis. We made aquestionnaire survey based on Korean students of different stages and different levels,in order to find what is their interest and difficulties. In the end of the chapter, wepropose some appropriate suggestions on cultural factors teaching.We hope this study can provide some assistance for the field of Teaching Chineseas a Foreign Language。.