The Cases And Analysis Of Conmmnicative Approach In Mongolia Spoken Chinese Class Teaching

Nowdays overseas Chinese learning class has become the important platform which devote to promote Chinese language spreading and culture exchanging. During the past few years, a lot of foreign universities,middle schools and primary schools have set up Confucius Classroom sand Chinese language courses. I have the honor of passing the examination selection system of acceding Mongolia as a Chinese volunteer teacher. From November 2014 to May 2015, I taught at Mongolia University of the Humanities Darkhan Branch( ХYМYYНЛЭГИЙН УХААНЫ ИХ СУРГУУЛЬ ДАРХАНСАЛЪАР). The students in our school are lack of using second language environment. In addition,there are limited number of Chinese volunteer teachers. A lot of time have been taken up to explain new words and grammars which easily comes into being Chinese comprehensive course while ignoring spoken practice. A variety of reasons result in making slow progress in spoken Chinese class which is found hard to break.I have taught three different learning stages of spoken Chinese classes. At the initial period of teaching,the problems I encountered are that how to improve students’ speaking level and what kind of appropriate teaching method should I choose. Under the actual condition,I choose the dynamic Communicative Approach as the main teaching method for spoken Chinese class. On the basis of learning from relative theories,this thesis carries the communicative approach theory into practice,which aims at investigating the effects that communicative approach has been applied into the spoken Chinese class of Mongolia University of the Humanities Darkhan branch. The thesis pays attention to sum up the experiences and ideas on how to operate the communicative approach inpractical teaching and what problems are worthy of attention in the operation so that enrich teaching theories.The thesis is divided into six parts. The first part introduces the purpose,significance,object and ways of the research. The second part briefly introduces relevant theories of communicative approach. The third part introduces University of the Humanities Darkhan branch’s spoken Chinese teaching situation from four dimensions:the university,Chinese Language curriculum,Chinese teachers and students,utilize materials which provide the objective reality for using communicative approach.The fourth part produces three different learning stages teaching cases of spoken Chinese class. Each case includes describing the application of communicative approach; analyzing and commenting that based upon the cases. In fifth part,based on all the three cases’ analyzing,the thesis tries to rethink some noteworthy issues existing in the application. On the basis of summarizing the practical experience, I put forward personal superficial proposals about how to take maximum advantage of the communicative approach thus it may improve the effect of spoken Chinese teaching as well as cultivate students’ communicative ability.Furthermore,I sincerely hope to share my experiences with other Chinese volunteer teachers.