A Study On The Development And Utilization Of Recessive Resources In Teaching Chinese As A Foreign Language (TCFL)

The recessive resources in TCFL are relative to the dominant ones at school which take planned and purposive Chinese courses (teaching activities) as the main form. It refers to the non-public educational experience (including the academic one and the nonacademic one) or influence on foreign students brought by the school from educational environment (including material environment, cultural environment, social environment, etc), intentionally or unintentionally (unspecific psychological reaction).The recessive resources in TCFL in this paper refer in particular to the summation of the various resources serving in TCFL at school (colleges and universities). By consulting relative public essays, books and the former research findings in recessive courses (obscure courses, potential courses etc.), the author tried to conclude that there are still insufficient studies on the development and utilization of recessive resources in TCFL. Hence is the research subject of the thesis. Based on the investigation of the development and utilization of recessive resources in TCFL in GXNU, this paper indicates that teachers of TCFL should not only value the dominant resources in TCFL, but also attach more importance to the recessive resources which have very beneficial influence on foreign students in their Chinese learning.First of all, this paper is targeted at expounding the connotation of recessive resources in TCFL, and giving in detail their definition, features, functions, classifications, etc. Language learning is a practice full of vitality. The comprehensiveness of language learning has decided the importance of developing and utilizing recessive resources in TCFL. Through the complementation, coordination and improvement of dominant and recessive resources, the thesis intends to study the learning subjects, external factors and the connection between them as a whole and implement the comprehensive education by mobilizing all positive factors, with the purpose of creating the best schooling and teaching environment for TCFL. By all the means above, the author believed that foreign students can get education unwittingly and subtly; that the ways of "teaching in life" and "living in teaching" can be realized; and that the effect of invisible influence can be achieved, thereby improving the quality of TCFL. Secondly, this paper expounded the theoretical basis, principles and significance of the development and utilization of the recessive resources in TCFL and has made the following conclusions: the cognitive process of human being is the unification of the conscious one and the unconscious one. Meanwhile, it is also the process of human being’s independent consciousness awaking. To develop and utilize recessive resources in TCFL contributes to expanding its study; enriching its teaching methods and teaching design; and strengthening the learning motivation and cultural identity. More importantly, it is helpful for us to recognize the significance of social relations, the learner’s needs, environment, altitude and motivation in language teaching.Thirdly, under the method of investigation and study, the author has studied the effect on foreign students’ Chinese learning brought by recessive resources in TFCL, with the case analysis and inter-case analysis, hence proving the positive significance of developing and utilizing recessive resources in TCFL. The conclusions are as follows: Currently, teachers in TFCL pay more attention to the process of "in-class" rather than "after-class", and value more dominant teaching resources but recessive ones. In general, although teachers of TFCL have noticed the great significance of recessive resources, it can still be hard for them to develop and utilize recessive resources in practical Chinese teaching. And foreign students themselves have also been aware of the beneficial influence of recessive resources in TFCL. What they are firstly concerned about is campus culture, then their teachers, material environment, practicing Chinese and school recreation.Finally, combining empirical methods with speculative analysis, the author intends to study how all factors of recessive resources have influenced microcosmically the TCFL, and meanwhile expound the value and possible ways of developing and utilizing recessive resources in TCFL, with some suggestions.