Research On Chinese Language Teaching In Philippine Mainstream Schools

Chinese language education in Philippines has been founded since 1899,though with intricate development, it has a long history and been researched comparatively full. While the research of Chinese education in mainstream schools is just beginning, the development of Chinese language education in mainstream schools is under the influence of three Confucius Institutes. The first Confucius Institute in Philippines is at Ateneo de University, founded in2006, and the other two are Confucius Institute at Bulacan State University,founded in 2007 and Confucius Institute at Angeles University, founded in 2010. Under the cooperation of the three Confucius Institutes, Chinese language education has been developed so fast in recent years, but research on it is few, so this thesis aims to make a report about the Chinese language education in mainstream schools in Philippines. It including 30 schools cooperating with Confucius Institute at Angeles University, but not all of them, because some distributed questionnaires are not collected back.The thesis is based on two questionnaires, one is for teacher focus on Chinese language teaching, and the other one is for students focus on Chinese learning motivation. The research on Chinese teaching includes 6 contents, firstly, the basic information about Chinese teachers in mainstream schools; secondly, a research on Chinese teaching abilities of teachers in main stream schools; thirdly, a research on Chinese course in main stream schools; forth, a report on how much emphases main stream schools put on Chinese course; fifth, the management of Chinese course in main stream schools; sixth, an evaluation on Chinese teaching textbooks in main stream schools.The research of student’s motivation in Chinese learning contains five main points, firstly,integrative motivation and instrumental motivation; secondly, Chinese learning expectation;thirdly, emotional motivation; forth, causes for decline of Chinese learning motivation; fifth, the relationship between integrative motivation, instrumental motivation and learning expectation.