| With the development of the politics and economy of China, there has been creating a wave of "Chinese heat"around the world, and more and more people are going to learn Chinese.There is a long history of teaching Chinese as a foreign language while it can be traced to Han Dynasty, but, as a new emerging discipline, it emerged in 1980s.While it is not a independent discipline, it intercrossed with other disciplines, such as linguistics, pedagogics and psychics.So, as a new emerging discipline, it is not as mature as teaching English as a second language.Then, as a teacher, how do we carry out our teaching in teaching Chinese as a second language?In this article, by comparing with or without intermediate language in teaching Chinese as a foreign language by the methods of contrastive research through the author’s own teaching experience, I try to explain the different teaching effects and further to illustrate the importance of intermediate language in teaching Chinese as a foreign language.This article is divided into five main parts. The first part is the introduction part, which mainly discusses the origin of my work, the purpose and meaning of this article, the research status, the research objects, the research contents, and the methods and theory basis of this research. The second part is the second chapter of this paper, which mainly introduces the specific situation of the school and the students.The third part includes the third chapter and the fourth chapter. In this part, I am going to highlight the importance of intermediate language in the process of teaching Chinese as a foreign language through the analysis of two teaching cases, that use or do not use intermediate language in the process of teaching Chinese as a foreign language. The fourth part is the fifth chapter of this paper, which mainly states the primary disciplines of the use of the intermediate language used in the process of teaching Chinese as a second language. |
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