A Research Project Of Chinese Communication Tutorship Under Team Teaching Mode In South Korean High Schools

During last half-century, our predecessors have been seeking proper and reasonable teaching objectives in respect of teaching Chinese as a foreign language. During1950s to1960s, we aimed to develop foreign students Chinese language skills only. When it came to1980s, the overall objective then altered to the course of developing students'language communicative skills, and the principle of communicative had then been adopted. However, there were still deficiencies with regard to daily teaching activities. For instance, many of them were still proven to be "tutor-focused" with lack of practice of the students, the principle of "teaching succinctly, practicing frequently" had not been adhered successfully. Besides, the rigid practicing mechanism and the unrealistic contents of such activities, which held far away from social practice, had diluted students learning interests.This paper is based on researches conducted on communication tutorship pattern under team teaching mode in Korean high schools. It starts with a detailed introduction regarding the status quo of Chinese language teaching in South Korea. The choice of teaching materials and the adoption of teaching methods are highlighted when it comes to the status quo of the teaching models individually, as there are no commonly recognized teaching materials being adopted among high schools, the choice of which is, by and large, on discretion of relevant schools. The teaching method varies, based on the tutorship level. However, multimedia has been widely adopted in day-to-day teaching, and the students normally enjoyed the relaxed and pleasant atmosphere.The second part of this paper probed into the "five essential" principles which communication tutorship design must follow. Namely, a thorough understanding of the targeted students; a thorough understanding of the textbooks; setting up proper teaching scenarios upon realistic conditions; adhering to the student-centered principle; focusing on teaching materials but not rigidly sticking to the textbooks.The third part introduces the unique foreign language teaching mode adopted popularized in South Korea, namely, the team teaching model, and explores not only the advantages but also the disadvantages of this teaching model. This teaching model has the advantages of making good for deficiency which, to some extent, is conducive to the teaching activities. There are, obviously, disadvantages existing under such a mode. Mainly, there is lack of communication and cooperation between the partnership, as well as unbalanced working load allocated individually. The author ended this paper with her suggestions on rectifying the current mode.This paper ends with a detailed communication tutorship plan, which includes investigations on contents of cross-cultural education under communication tutorship, and detailed analyses on the setup of cultural-related contents of the adopted Chinese textbooks in South Korea.Moving forward, we are confident on constant future developments of teaching Chinese as a foreign language by taking the combined effects from our language teaching experts and scholars and various tutors both in China's mainland and overseas. This paper aims to explore a unique model for teaching Chinese as a foreign language by improving the communication tutorship under team teaching mode which has been widely spread among high schools in South Korea. Meantime, it also pays attention to the possibilities of improving both of the teaching theories and methods by considering the candidates interests. Lastly, as relevant theoretical research has always been focused on specific points, the author believes that our possible future concerns shall constantly be explored in a broader way. For instance, attentions shall be drawn to issues such as the dynamic feature of the essence of communication and the reasonability of periodic arrangements under various tutoring stages.