Teaching Chinese In Georgia From The Perspective Of Folklore Culture

Along with the process of the globalization and the increasing of China’s comprehensive national strength, Chinese language is gradually coming into public’s focus, and more and more foreigners are start learning Chinese and getting expose to Chinese culture. The international Chinese language education has achieved rapid development in recent years. Teaching foreigners Chinese is not only the language teaching, but also the culture teaching. However, it is rare to use folklore as a jumping-off point in the teaching of international Chinese language. It still remains a difficult problem to push forward the teaching of Chinese folklore in the teaching of international Chinese language. This article is on the basis of the investigation reports and authentic materials which are converted from the classroom records. In order to promote the development of the Teaching of Chinese folklore culture in Georgia, the author tries to find out the breakthrough in the teaching of folklore culture by analyzing the materials.The whole article has five parts:The first part:Introduction. This part introduces the background of the subject and the value of the research. And in the literature review, the author illustrates the basic conceptions of ’Folklore’ and ’Folkloristic’. In addition, she introduces the research situation of the Chinese and foreign folklore culture and the research achievements of the education of Chinese folklore in the teaching of international Chinese language.The second part:Investigation reports of Chinese folklore culture. The author makes two surveys of the students from GLC Private School and teachers from TCSL in Georgia in this part, which are about the teaching of Chinese folklore. In order to find out the asymmetric of the cultural information, the author compares the Chinese folklore culture that foreign students want to learn from both teachers’ and foreign students’ opinion through analysis, which is beneficial to help the author to choose the appropriate Chinese folklore culture according to foreign student’s interest and find out the specific model of teaching Chinese folklore culture in the teaching of international Chinese language.The third part:Teaching practice in the teaching. According to the two surveys, the author chooses specific Chinese folklore culture and the teaching model, then carries out the teaching practice. And in order to accumulate the research corpora, the author also converts the classroom records into version.The fourth part:Four principles of teaching Chinese folklore culture. The author summarizes four principles of teaching Chinese folklore culture in the teaching of international Chinese language according to the two surveys and the teaching practice. The four principles are:choosing the suitable folklore culture; engaging the folklore culture according to student’s interest; Stimulating students’interest by comparing the different cultures from China and Georgia; combining in and out of class.The fifth part:Conclusion. The conclusive part teases the clew and summarizes all the contents.