Compilation And Practice Of Polish-Chinese Classroom Language Handbook

With the popularity of the Chinese language increasing day by day, more and more Confucius Institutes and Confucius Classrooms have been established around the world. China is establishing tight economic and cultural ties with a country located in the middle of Europe, Poland. In Poland there are currently four Confucius Institutes:in Krakow, Opole, Wroclaw and Poznan. During the academic year of2013-2014I myself had taken up a teaching post in is the oldest and most experienced in teaching Chinese Confucius Institute in Poland, The Confucius Institute in Krakow. While being a Chinese teacher in the Confucius Institute, primary and secondary schools in Krakow, I realized that for many teachers of Chinese nationality, the language barrier between them and their pupils was a serious problem that affected classroom teaching, especially when giving out instructions for elementary school students. Therefore an idea was born in my head to research the problem more thoroughly. Furthermore I decided to take advantage of my background as a Polish language undergraduate student and to write "Polish-Chinese classroom language handbook" as reference material for the use of teachers and students in Poland.In this paper, I firstly elaborated on the theory of classroom language connotation and denotation in the field of teaching Chinese as a foreign language. Moreover I designed a questionnaire for teachers and students involved in teaching and learning Chinese in Poland to gather more detailed data relevant to the research matter and to know people’s attitudes towards my idea of creating "Polish-Chinese classroom language handbook" Afterwards I proceeded to analyse the responses from the questionnaire. I supplemented the data I have collected with interviews with teachers and the head of the Confucius Institute in Krakow. I conducted further analysis of the scale of the demand, attitudes towards my handbook and recommendations for it. Then I planned the contents of the "Polish-Chinese classroom language handbook" once again, discussed the use of teaching policies in it, ant the evaluation of their effectiveness. Finally, I concluded that the there is a considerable demand for "Polish-Chinese classroom language handbook" among teachers and students from the field of teaching Chinese as a foreign language in Poland, especially at the stage of primary and secondary education. The handbook can help improve the efficiency and management of classroom teaching. For students it is might prove to be a useful supplementary material. It can help improve students’ learning efficiency and improve their ability to participate in the Chinese language class. I have also found out that questionnaire as a research tool may prove to oversimplify the analysed mater and to some extent to question the reliability and validity of the collected data. Writing the "Polish-Chinese classroom language handbook" is a huge, time consuming project and a long-term process. I acknowledge my limited capability and declare that I am solely responsible for any omissions and other defects that may have occurred.