A Case Study Of One To One Teaching Chinese To German Children Sophie In The Target Language Environment

In recent years, the economic, political and cultural exchanges between Germany and Chinaare getting closer. In the background of global "Chinese fever" and the rising of China, more andmore Germans came to China to learn Chinese, the number of German children for learningChinese has also increased. At present, the domestic forms of teaching Chinese to Germanymainly have classroom teaching and one to one individual teaching. People are more inclined tostudy classroom teaching because one to one teaching has only one student, teaching can beflexible and freedom etc. Therefore, the research on one to one teaching Chinese to Germany isrelatively weak. In addition, teaching Chinese to foreign children has a larger space thanteaching Chinese to foreign adult. After I teaching Chinese to an8-year-old German child inQingdao, Shandong Province for a period of six weeks in July2014, combined with my learningand living experiences in Germany before, I finally formed the case study of one to one teachingChinese to German children in the target language environment, meanwhile, referencesignificances for such category teaching method are also expected in this paper.This study includes four parts, the main contents are as follows:The first chapter mainly introduces the research background and significance of this paper,consists of the situation of one to one teaching Chinese to speakers of other languages, theresearch status of teaching Chinese to German children.The second chapter analyzes German children and makes plans of teaching Chinese toGerman children, including the learning needs and learning features of German children, theanalysis of teaching environment, teaching materials, teaching methods and the specific teachingplan of six weeks.The third chapter mainly analyzes the case study of one to one teaching Chinese to Sophie,conducts through study of teaching Chinese to German children for a period of six weeks,combined with a variety of teaching methods, such as situational approach, direct vision method,communicative approach, task-based language teaching, total physical response, games teachingmethod etc. and the specific use of these methods in Chinese teaching.The fourth chapter is to assess and reflect on the overall teaching process, mainly involvingthe learning feedback of Sophie, the teaching feedback of Sophie’s parents, reflection on the teaching process, making an objective expound on the achievements and shortcomings of thisstudy.