The Application Research Of Folk Stories In Chinese As A Second Language Teaching

At present, there are some sporadic Chinese folk stories in the relevant Chinese textbooks published indomestic China,but because of the editors’ and teachers’ lack of understanding of foreign cultures andcustoms, and they knew the cultural individuality of the teaching object insufficiently, in the actual teachingapplications, they tend to ignore the cultural differences,which is not conducive for the students learningChinese as a second language to learn, and which even will cause misleading on the students’ learning,especially the senior phase of the students, and what they lack is not the basic knowledge of Chinese, butthe ability how to use Chinese language expression skillfully.Cultural background knowledge is animportant part of language teaching, if the students do not know the Chinese culture backgroundknowledge, they can’t really learn Chinese well.Chinese folk story has rich cultural connotation and lastingappeal,so if we select some interesting and logical strong stories to blend them in teaching Chinese as asecond language,we can pass the Chinese cultural characteristics well,and with the deepening of theapplication, the folk stories in the activities of teaching Chinese as a second language will share anincreasing proportion gradually.Based on pedagogy, psychology,linguistics,and the related theory of Chinese as a second languageteaching as the foundation, and at the same time,we draw lessons from domestic and foreign researchresults about the second language teaching.In this paper, we cut into the main problems of genre, subjectselection, cultural differences and bias from the Angle of combining theory and practice,which produced inthe teaching of Chinese folk story used in Chinese as a second language teaching,and we carry out theresearch of the corresponding textbook writing strategy,the teaching strategies,the ways and methods,and soon.The purpose of this paper is exploring the application value of Chinese folk story for Chinese as asecond language teaching, and we get argumentation of the theory and practice with the examples of thespecific teaching design.In the research,we mainly adopts action research,in which we selected the studentsof Vietnam national university Hanoi as the research object, through searching literature, and we analyzedand studied seriously, drawing lessons from the relevant experience.We also try to explore the educationglamour of Chinese folk story in the teaching by combining with analysis of classroom teaching materials,the text content, case.At the same time, we encouraged the students to set up a kind of self monitoring mechanism of learning Chinese as a second language,so that teachers can grasp the errors made by studentsmore intuitively,and can change the teaching strategy in time.This paper tries to summarize the teachingstrategies, teaching skills and solution to the problem in the teaching activities in using Chinese as a secondlanguage, so that we can provide valuable reference and suggestions for the Chinese folk stories using inteaching, in order to well promote the development of Chinese as a second language teaching.