Investigation On Teaching Chinese Language Of Hai Phong University Vietnam

After China’s political renovation, there are ever more nations taking an interest in this country. Contemporarily, in many places emerge waves known as "Mandarin fever","Sinomania". In Vietnam, and especially in Hai Phong city, the Chinese language has become a new trend for university students’ major as a great number of freshmen desire an excellent Chinese command. However, the process of introducing Chinese into training as a major is still at dawn. Hai Phong City is one of8coastal cities in Vietnam Tonkin in which one and only Hai Phong University has successfully opened majors in Chinese. Therefore, an insight into the teaching of Chinese conversational language in Hai Phong University is essential in order to improve its quality and efficiency.This thesis is consisted of6sections. Section1mainly informs the research background, previous research basis and the significance of this research. Section2summarizes and systematizes the documents of previous researchers such as:Syllabus of Chinese conversational language, Chinese teaching methodology, Teachers of Chinese and The teaching of Chinese conversational language in Vietnam etc., mainly via collecting and reading various relevant Chinese and Vietnamese documents. Section3, based on the author’s probation experience, produces a Qualitative Descriptive Research and analyzes the education of Chinese conversational language in Hai Phong University, and suggests a plan for Chinese conversational language lessons currently used by Hai Phong University teachers. Section4comprehensively explains the results of investigation sheet, which is, accordingly, the main content of this thesis. Section5points out important key matters and gives recommendations for improvements in the teaching of Chinese conversational language in Hai Phong University. Specifically, this section discusses:The use of present syllabus of Chinese conversational language, How to classify students basing on their different basic Chinese qualifications in Chinese Language Class, How to renovate teachers’teaching methods, The reason why students not actively speak Chinese and how to solve the problem of Chinese communication environment deficiency for students after their in-class lessons etc.. Section6concludes and highlights major findings of this research, points out some drawbacks as well as forthcoming research direction.