The Research On The Competency Of Volunteer Chinese Language Teachers In Mongolia

At present,the teaching of Chinese language in Mongolia is flourishing in the country,with Ulaanbaatar as the center.As the main force of Chinese teaching in Mongolia,what kind of competency should be possessed by volunteer Chinese teachers and what is the current situation of competency of volunteer Chinese teachers in Mongolia are important issues to be studied.Therefore,this study used literature research method,behavioral event interview method,Delphi method and questionnaire method to study the competency of volunteer Chinese language teachers in Mongolia.In the first part,the study introduced the research background and the current status of the study,analyzed the purpose and significance of the study,and described the research ideas as well as the research methods used.In the second part,the elements of competency of volunteer Chinese teachers in Mongolia were extracted.The literature research method was used to extract the keywords related to international Chinese language teachers’ competency in the existing literature,and 36 competency elements were initially summarized.Then,we analyzed the documents related to the work requirements of Mongolian Chinese language teachers and the "Letter to the next volunteer" written by previous volunteers to supplement the competency elements extracted from literature research,and came up with a total of 40 competency elements.Finally,the 40 competency elements were described with behavioral characteristics by drawing on the existing research results related to the competency of international Chinese teachers and the International Chinese Language Teachers’ Standards to form the Competency Coding Dictionary.The third part was to identify and improve the competency elements and their behavioral descriptions of Mongolian volunteer Chinese teachers.Using the behavioral event interview method,two groups of 20 Mongolian Chinese teacher volunteers were interviewed,and the competency elements expressed in the behavioral events of the volunteers were extracted from the content of the interviews to further identify the competency elements in the Competency Coding Dictionary.At the same time,the competency elements and frequencies of the interviews between the two groups of volunteers were compared,and the "differential" competencies affecting the effectiveness of the volunteers’ work were initially analyzed.Then,two rounds of expert consultations were conducted by the Delphi method to revise the identified competency factors and their behavioral descriptions to ensure the scientific and accuracy of the extracted competency factors.In the fourth part,the competency model of Mongolian volunteer Chinese teachers was constructed.Based on the competency factors identified in the previous study,a self-assessment questionnaire on the competency of Mongolian volunteer Chinese language teachers was developed.Using SPSS to analyze the sample data,an empirical model of the competency of Mongolian volunteer Chinese teachers was constructed by exploratory factor analysis,which contained36 competency factors in 6 dimensions.In the fifth part,through descriptive analysis and ANOVA,it was found that the competency of Mongolian volunteer Chinese teachers was in the middle to the upper level,and there were mainly problems such as lack of professional knowledge,lack of teaching experience,teaching ability to be improved,lack of understanding of Mongolia and foreign language ability,competency related to Chinese culture activities,and the rational analysis and response ability to be improved.We identified nine competencies that consistently affect the effectiveness of volunteer Chinese language teachers in Mongolia.And from the volunteers,volunteer management organizations and Mongolian schools to put forward targeted suggestions.In the sixth part,this section summarized the findings of this study,and proposed directions for follow-up research on the limitations of this study.