A Study On The Cultural Attribution Of The Conflicts In The Classroom Practice Of Teaching Chinese As A Foreign Language

Since our country proposed to promote“the Silk Road Economic Belt and the 21^st-Century Maritime Silk Road”in 2014,teaching Chinese as a foreign language is booming.More and more Chinese teachers go abroad to teach Chinese in overseas Confucius institutes,Confucius classrooms or universities.When teaching abroad,various forms of classroom conflicts arise between Chinese teachers and foreign Chinese learners due to different cultural backgrounds.The occurrence of classroom conflicts not only hinders the teaching of Chinese and affects the teaching quality,but also causes obstacles or failures of the intercultural communication of Chinese teachers.The focus of this study is:What types of classroom conflicts have occurred between Chinese teachers and Indonesian students in the Asian Institute of International Friendship?What are the cultural factors behind these classroom conflicts?How can teachers of Chinese as a foreign language avoid such classroom conflicts?Based on the working experience in the Asian Institute of International Friendship in Medan,Indonesia,this study has accumulated the types of classroom conflicts in classes like comprehensive intensive reading,listening and speaking,reading and writing,writing,teaching methods of Teaching Chinese as a Foreign Language,Chinese grammar,business Chinese,tourism Chinese and many other courses.It compares the differences in different cultural environments between China and Indonesia,analyzes and summarizes the deep-seated causes of classroom conflicts with Hofstede's cultural dimension theory and Kluckhohn-Strodtbeck's value orientation and so on.Finally,on the basis of these case studies,some thoughts and suggestions are given to Teachers of Chinese as a Foreign Language?TCFL?to enrich their pre-job training in Indonesia.