相关理论问题及研究综述
汉语作为第二语言教学的相关理论
1.1.1 汉语作为第二语言教学的目的及任务
The primary goal of second language teaching is to develop learners' communicative competence in the language While there has been a strong emphasis on language proficiency, traditionally, this has focused on the combination of "language knowledge" and "language skills," often neglecting the learners' strategies and psychological processes In teaching Chinese as a second language, the ultimate objective is to enable learners to communicate freely in real-life situations using Chinese, achieving optimal learning outcomes in the shortest time possible Therefore, it is essential to pay attention to and cultivate various factors related to comprehensive language use, which should be a top priority for educators.
In our Vietnamese Chinese teaching approach, we emphasize the balanced development of the four language skills: listening, speaking, reading, and writing However, this focus alone is insufficient Nowadays, learners and educators are increasingly concerned with what students can actually achieve with these language skills at their respective levels In the past, we prioritized the transmission of language knowledge, including phonetics and vocabulary.
In recent years, the focus of language education has expanded beyond grammar and characters to include larger texts It is now essential to emphasize learners' emotional attitudes, such as their interest, motivation, confidence, willpower, and collaborative spirit, as these factors significantly influence the learning process and outcomes.
In addition to language factors, cultural awareness and learning strategies are closely interconnected Recent research in this area has increased, yet it remains fragmented and lacks a systematic approach, failing to garner significant attention from Chinese language educators It is particularly important to emphasize the cultural connotations behind the language.
In Lesson Seven of a beginner Chinese textbook, titled "I Am Learning Chinese," students engage in asking each other their names One student inquires, "May I ask your surname?" to which the response is, "My surname is Zhang."
The simple introduction "My name is Zhang Dong" reflects the nuances of Chinese traditional culture, where surnames are typically used instead of given names This practice is primarily reserved for close relationships among young people or when elders address younger individuals, distinguishing it from Vietnamese language customs Therefore, it is essential to highlight these linguistic and cultural differences in the classroom Teachers should encourage students to compare Chinese and Vietnamese cultures, enabling them to understand the similarities and differences between the two languages and preventing potential cultural conflicts that could hinder effective communication.
We believe that five key aspects—language skills, language knowledge, emotional attitudes, learning strategies, and cultural awareness—form an inseparable whole that collectively fosters the development of comprehensive language proficiency This understanding is clearly richer and more diverse than our previous conception of teaching content.
1.1.2 汉语作为第二语言教学的原则及要求
The theory of teaching Chinese as a second language emphasizes three key principles: focused instruction with ample practice, the integration of teaching and practice, and a learner-centered approach These principles are essential for teachers to ensure the quality and effectiveness of classroom instruction, facilitating smooth teaching activities Various language teaching methodologies present different educational philosophies and principles This paper specifically addresses the issue of oral training, concentrating on the principles of focused instruction with ample practice and a student-centered approach, which will serve as a theoretical foundation for the discussion.
（1）精讲多练原则
Classroom teaching is a collaborative, bidirectional activity between teachers and students aimed at achieving specific educational goals It is not merely a one-sided presentation or lecture where one person speaks continuously while the audience passively listens.
Effective classroom teaching requires a focus on interactive learning, as knowledge shared by teachers must be transformed into learners' understanding While teachers may possess excellent communication skills and extensive knowledge, the true goal of modern language education is communication, making targeted instruction and ample practice essential Educators should emphasize key, substantial, and practical content, utilizing methods such as deduction, induction, and comparison, alongside visual aids like images and multimedia This approach directs learners' attention towards definitions, concepts, rules, and conclusions It is crucial to filter out extraneous material from textbooks, allowing maximum classroom time for student practice.
Repetition in learning refers to the psychological process where learners reinforce newly acquired knowledge through repeated practice, transforming it into skill Engaging multiple senses—such as seeing, hearing, speaking, and writing—enhances retention and creates lasting memories Effective practice goes beyond mere mechanical repetition; it should connect with cognitive processes, enabling quick responses and achieving proficiency As Confucius, the great Chinese educator, noted, “Is it not a joy to learn and practice what you have learned?” When teachers effectively apply the principle of focused practice, they can spark students' interest, encouraging active participation in classroom activities and fostering a lively learning environment that enhances educational outcomes.
Effective language teaching emphasizes the importance of focused instruction and ample practice, aligning with psychological principles By delivering concise and high-quality content, educators can reduce cognitive overload for learners, facilitating better perception, acceptance, and processing of information The teacher's emphasis on clarity allows students more time for practice, which enhances memory retention and promotes the ability to transfer knowledge This approach represents the ideal goal in language education.
（2）讲练结合原则
In teaching Chinese as a second language, the integration of lectures and practice is widely recognized as an effective method Prolonged use of a single teaching activity can lead to learner fatigue and decreased engagement, often resulting in students dozing off in class By frequently alternating between lectures and practice, educators can continually stimulate learners' interest and enthusiasm Psychologically, information collected at the beginning and end of a learning session is more likely to be retained and remembered Therefore, intentionally structuring multiple segments within a lesson creates various peaks and troughs in the teaching rhythm, allowing for multiple beginnings and endings, which enhances the overall teaching and learning experience.
In general, the content delivered by teachers tends to enter learners' short-term memory, quickly being replaced by new information, resulting in a high rate of forgetting To combat this, timely review and practice are essential before significant forgetting occurs, facilitating deeper cognitive processing and aiding the transfer of information into long-term memory for permanent retention This approach aligns with the principles of sensation, perception, and memory While declarative knowledge is important in language learning, the ability to apply language and procedural knowledge is even more crucial, as it involves a specific cognitive process for generating various sentence structures This procedural thinking can only be acquired through practice, leading to proficiency over time Therefore, integrating teaching with practice effectively harnesses the interplay between these two types of knowledge in learning and application.
In the process of combining instruction with practice, flexibility is essential It is often effective to first explain the new content through a deductive approach, providing interpretation, clarification, and guidance Following this, learners should be organized and directed to engage in practice to digest and reinforce the new knowledge, allowing them to understand and master the formation of new sentences.
中介语对汉语作为第二语言教学的作用
1.2.1 何谓中介语
中介语，这一术语英语叫做“Interlanguage”，也有人翻译成"过
渡语"或"语际语"，是指在第二语言习得的过程中，学习者通过一定的学
The strategy involves creating a dynamic language system that evolves from the input of the target language This system is distinct from both the learner's first language and the target language itself, gradually transitioning towards the target language as the learner progresses.
2 刘珣（2002）《汉语作为第二语言教学简论》 ，北京语言文化大学出版社
Liu Songhao, a researcher in applied linguistics, defines interlanguage as the language of second language learners, which is distinct from both their native language and the target language.
K K Selinker 4 认为，负责中介语建构的认知过程有五种，包括：
Language transfer, training transfer, second language learning strategies, and communication strategies in a second language are crucial components of the learning process Selinker posits that learners develop an interlanguage system, which consists of a series of mental grammars that they utilize to interpret and produce speech These mental grammars are dynamic and subject to change, evolving in complexity as learning progresses However, Selinker also identifies a phenomenon known as language fossilization, where certain non-target language grammatical and phonetic features persist in the interlanguage, becoming resistant to change This fossilization often hinders learners from fully achieving proficiency in the target language.
The theory of interlanguage, extensively researched and developed by K K Selinker, focuses on three main aspects First, interlanguage is permeable, meaning its rules are not fixed and can be influenced by both the learner's native language and the target language Second, interlanguage is variable, indicating that it evolves continuously through a gradual process of rule modification, rather than abruptly transitioning from one stage to another, often through hypothesis testing Lastly, interlanguage is systematic, functioning as a relatively independent linguistic system with its own unique set of phonetic, grammatical, and lexical rules.
In summary, interlanguage refers to the language used by second language learners, which is distinct from both their native language and the target language Throughout its development, interlanguage exhibits a phenomenon known as fossilization.
3 刘颂浩（2007）《第二语言习得导论》 ，世界图书出版公司
4 http://www.drehere.com/?s=selinker
Most learners struggle to reach native speaker proficiency despite their efforts Interlanguage is a dynamic, goal-oriented language system that encompasses the language of second language learners as well as that of children acquiring their first language In this paper, we focus specifically on the interlanguage of second language learners.
1.2.2 中介语对第二语言教学的作用
（1）促进习得外语知识
The foundational elements of any language are phonetics, grammar, and vocabulary The primary goal of language learners is to communicate effectively in the target language, both orally and in writing Interlanguage, with its unique linguistic forms and rules, can lead to errors in pronunciation, grammar, vocabulary, expression, and usage, yet it undeniably represents a part of the learner's knowledge of the target language Starting from a zero baseline in the foreign language, learners gradually approach the proficiency of native speakers through their interlanguage development Most learners find themselves at various points along the interlanguage continuum, applying learned rules with varying degrees of accuracy.
Trong giai đoạn đầu, người học thường tập trung vào việc ghi nhớ phát âm, ý nghĩa cơ bản và cấu trúc đơn giản của từ Họ có xu hướng sử dụng ý nghĩa cơ bản của từ để thay thế cho những từ mà họ cho là có nghĩa tương tự hoặc liên quan, đồng thời chọn từ dựa trên tư duy của ngôn ngữ mẹ đẻ Điều này dẫn đến sự nhầm lẫn về nghĩa hoặc cách diễn đạt không chính xác, có thể có lỗi ngữ pháp Chẳng hạn, người Việt học tiếng Trung thường bị ảnh hưởng tiêu cực bởi việc tạo ra những từ không có trong tiếng Trung, như "会同", "放员", "性词", do một số người Việt tự sáng tạo từ dựa trên các thành phần từ Hán-Việt.
Terms like "defending a thesis" and "artist" can be confusing for Chinese speakers, as their meanings may not be immediately clear In Chinese, these words relate to concepts such as "committee," "journalist," "adjective," and "thesis defense." Understanding these terms requires familiarity with their specific contexts and usage in the language.
辩”、“艺术家”等。或者因为受到越南语语法的影响，轻易地把
“tháng 9 năm nay”、“sách của tôi”、“viết chữ Hán rất đẹp”等说成
“九月今年”、“书的我”、“写汉字得很好看”等，导致语法毛病。
Chinese language proficiency reflects a learner's foreign language knowledge and sentence construction skills at a given stage Successful learners often achieve communication goals by boldly utilizing their existing knowledge Unexpectedly effective communication can boost their confidence, motivating them to continue learning new vocabulary and syntax This ongoing effort enriches their foreign language skills and expands their communicative abilities Through practical application, they gradually accumulate experience and enhance their communication effectiveness.
（2）培养外语交际能力
The primary function of language is communication Foreign language learners develop a transitional language during their learning process, aiming to engage in effective communication Consequently, language is not merely a body of knowledge; it also possesses significant communicative functions, making it an essential language skill.
Learners typically possess a foundational understanding of their native language's grammar rules before studying a foreign language, shaping their unique thought processes When expressing their thoughts and feelings in a foreign language, they often rely on concepts from their mother tongue, searching for corresponding vocabulary and grammatical structures within their limited foreign language repertoire Consequently, their language use tends to be slower, with simpler structures and a restricted range of functions, accompanied by various errors throughout the learning process Instead of focusing on grammatical accuracy or the absence of mistakes, learners prioritize whether their communication is understood and accepted by others If their message is comprehended, they consider the interaction successful, often reiterating or rephrasing their statements until mutual understanding is achieved.
In the process of language learning, it is important to accept the occasional failure in communication Analyzing such instances from the perspective of interlanguage reveals that learners have developed a systematic understanding of the target language's rules However, further internalization is necessary to form a complete concept and enhance this internalization When learners construct sentences using their acquired vocabulary, grammatical knowledge, and sentence structures, communication remains effective despite occasional lexical or grammatical errors, as interlocutors can often infer and understand the intended meaning, allowing the conversation to continue uninterrupted.
（3）防止出现语言僵化
The primary goal of language learners is to achieve fluency and communicate effectively in the target language However, research shows that not all learners can easily use the language for communication, despite dedicating significant time and effort To develop proficiency in a foreign language, learners must follow three essential stages: first, cognitive understanding; second, associative learning; and third, automation of language skills.
In the cognitive stage of language learning, learners consciously explore methods to express ideas under the guidance of a teacher or through self-discovery, aiming to acquire declarative knowledge As they progress to the associative stage, they transition from declarative to procedural knowledge, applying what they have learned in practical communication, identifying and correcting errors, and gradually improving their language skills until they reach the automatic stage, where they can use the language effortlessly Research shows that successful learners actively engage in learning and practice during the second phase of language acquisition, leveraging associative thinking to integrate their declarative knowledge—such as basic structures, pronunciation, vocabulary, and certain grammatical functions—with their native language skills This positive transfer from their mother tongue enables them to quickly grasp foreign language knowledge and skills, while negative transfer may lead to frequent mistakes in practical usage As learners continually enhance their knowledge and skills, they engage in self-correction and simplification.
汉语作为第二语言教学的趣味性及其作用
The fun aspect of teaching refers to the use of engaging and humorous language, impactful communication, and diverse teaching techniques to enhance classroom enjoyment and stimulate students' interest in learning In Chinese language instruction, incorporating fun is essential for fostering an environment where students are eager to learn and enjoy the process, leading to a harmonious relationship between teaching and learning This approach not only improves learning efficiency but also aligns with the ultimate goals of Chinese language education, as emphasized by Confucius in the Analects.
The phrase "Those who know are not as good as those who love, and those who love are not as good as those who find joy" emphasizes that having knowledge or skills is less significant than having a passion for what one does Finding enjoyment in work or learning is crucial, highlighting the vital role that interest plays in enhancing learning outcomes.
The role of engaging and enjoyable Chinese as a second language instruction is crucial in stimulating international students' interest in learning Many Chinese teachers tend to rigidly adhere to structured lesson plans, focusing too much on completing the curriculum, which can lead to a dull classroom atmosphere and a lack of flexibility Students are unique individuals, and if teachers employ overly rigid methods, they fail to spark students' active participation and curiosity This neglects the respect and development of students' individuality, ultimately stifling their thinking and negatively impacting learning outcomes.
In language classes, particularly in speaking, listening, and reading, if teachers rely solely on textbooks for instruction—such as reading aloud, explaining vocabulary, and asking a few questions—students may quickly find the lessons dull and lose interest over time The ultimate goal of Chinese language teaching is to equip students with the ability to communicate effectively in Chinese; however, if teachers fail to engage students and spark their interest during the learning process, achieving this goal becomes challenging.
Nhà ngôn ngữ học nổi tiếng Suchomlinsky từng nói: "Không có hứng thú trong việc học, thì không có sự phát triển trí tuệ, không có giảng dạy, và không có kiến thức." Hứng thú là yếu tố quan trọng trong việc học, đặc biệt khi học một ngôn ngữ mới Nó không chỉ là động lực học tập mà còn là yếu tố quyết định đến tinh thần và chất lượng học tập của học sinh Khi giáo viên tạo ra những bài giảng sinh động và thú vị, học sinh sẽ cảm thấy hứng thú hơn, từ đó cải thiện tâm trạng và sự tích cực trong học tập Sự hấp dẫn của phương pháp giảng dạy thú vị giúp học sinh cảm thấy mỗi phút học tập đều là một trải nghiệm tinh thần đáng giá, thỏa mãn cơn khát tri thức và khuyến khích họ học tập với tinh thần cao hơn.
By fully digesting the knowledge from each lesson, you can achieve greater satisfaction, thereby creating a positive cycle of learning This process also leads to a continuous improvement in language proficiency.
汉语作为第二语言教学导入新课简介
1.4.1 新课导入的意义及作用
The introduction is a teaching strategy used by educators to quickly engage students at the beginning of a lesson or educational activity An effective introduction serves as a catalyst for successful teaching, as it not only captures students' attention but also facilitates their transition into a focused learning state.
Creating an engaging and stimulating classroom environment can significantly enhance students' desire for knowledge When students are in a relaxed and enjoyable mental state, their thinking naturally aligns with the teacher's introduction, allowing them to immerse themselves in the language environment designed by the instructor This approach can lead to unexpectedly effective learning outcomes, thereby greatly improving the overall efficacy of classroom teaching It is essential to integrate this engaging introduction into the teaching content to achieve practical and positive results.
The introduction of new lessons in any subject, including foreign language classes, can effectively highlight key concepts and challenging topics This approach enhances classroom dynamics, stimulating students' interest and motivation to learn, which ultimately increases their engagement with the foreign language content The same principle applies to Vietnamese Chinese language practice classes.
Research shows that positive thinking is a key factor in the success of classroom teaching, and engaging introductory methods can stimulate students' interest in learning Therefore, teachers should focus on using effective introductions to ignite students' curiosity about new knowledge and content right from the start of the lesson A concise language or supportive actions can effectively set the stage for the main teaching process The introduction of a new lesson is a crucial component of classroom instruction, as its success or failure directly impacts the overall effectiveness of the lesson.
The introduction of new lessons plays a crucial role in education Based on our analysis of previous research, we can categorize the significance of lesson introductions into several key aspects.
Introducing a new lesson plays a crucial role in stabilizing students' learning emotions The transition from the free activities during breaks to the disciplined environment of classroom learning necessitates a period of adjustment This is where the importance of lesson introduction comes into play, helping students shift from their playful state to a focused mindset for absorbing and applying knowledge.
Effective teachers skillfully utilize engaging introductions to capture students' attention, employing their charisma, clear voices, and intriguing content They may incorporate multimedia elements, such as relevant images or videos, to enhance the learning experience By succinctly guiding the classroom atmosphere, these educators quickly focus students' minds on the lesson, setting a strong foundation for critical thinking If this engaging approach is maintained throughout the entire class, it showcases the unique charm of a compelling opening statement.
Introducing new topics can spark students' curiosity in learning Chinese In Chinese language instruction, selecting innovative themes, diverse formats, and the latest information as introductory materials makes it easier for students to embrace new concepts Their natural curiosity drives them to understand these new ideas Therefore, incorporating contemporary and relevant information can enhance students' interest in learning Chinese The more novel and relatable the materials are to their real-life experiences, the stronger their engagement in new class activities will be, leading to more effective learning outcomes.
The effective introduction of a new lesson can significantly focus students' attention, which is crucial for their cognitive engagement during the teaching process This process involves various mental activities such as sensation, perception, memory, thinking, and imagination, all of which require concentrated attention to function effectively By skillfully engaging students at the beginning of the lesson, teachers can captivate the entire class, redirecting their excitement towards the lesson content and encouraging active listening and participation This approach not only enhances the quality of instruction but also fosters a dynamic teacher-student interaction, leading to a more enjoyable and stimulating learning environment.
The introduction of new lessons can significantly enhance students' interest in learning As the saying goes, "Interest is the best teacher," it serves as a guiding force that leads students into the treasure trove of knowledge, enriching their understanding and engagement.
An engaging introduction can significantly enhance students' enthusiasm for learning Teachers can captivate students' attention and spark their interest in new topics through humorous explanations, expressive recitations, attractive board work, and a confident demeanor Additionally, incorporating beautiful artwork or delightful music as supplementary teaching aids creates a stimulating environment, fostering a positive psychological foundation for joyful learning.
In classroom teaching, if teachers can ignite students' interest at the beginning and continue to stimulate their desire for knowledge throughout the lesson, students will engage actively at every stage of the learning process Attention refers to students focusing on the teacher's guidance, while waiting signifies their anticipation for knowledge and instruction Consideration involves students thinking critically about how to respond to questions, and action represents their active participation through verbal responses, fostering interaction among peers and between students and teachers Interest serves as both a means and an end in education, acting as a crucial driving force for students' proactive learning and exploration The classroom is a vital environment for teachers to enhance student engagement and efficiency, particularly during the introduction phase of a lesson For instance, when teaching about fruit prices, a teacher might display a colorful image of fruits and ask students if they like it and what fruits they recognize This engaging approach not only captures students' attention but also leads them into the lesson on how to communicate and negotiate prices when buying fruit, making the learning experience both vivid and enjoyable.
7 https://www.wenkuxiazai.com/do
The integration of auditory, visual, and verbal skills in teaching stimulates student interest and fosters emotional resonance, encouraging active learning By engaging multiple senses, students can effectively respond to new lesson introductions, creating a dynamic and interactive classroom environment This approach not only maximizes teaching effectiveness but also establishes natural communication between teachers and students from the very first minute of class.
The introduction of new lessons plays a crucial role in fostering emotional connections between teachers and students An effective opening strategy is key to establishing communication and rapport When a teacher engages students with a compelling presentation, a glance, a gesture, a smile, or a few encouraging words can create a positive impression, serving as a gateway to the students' hearts This interaction paves the way for emotional feedback and information exchange, building a foundation of expectation, trust, respect, and understanding A warm and relatable introduction bridges the gap between teachers and students, subtly enhancing their emotional connection Skilled educators often use unique opening remarks to energize the classroom atmosphere, aligning the psychological states of both parties This positive teaching environment benefits both teaching and learning, fostering collaboration that peaks and sustains throughout each lesson.
The introduction of new lessons helps students clearly understand the objectives of each class, which is a fundamental characteristic of human practice Having a clear purpose in teaching is a crucial measure of its success Experienced teachers consistently guide students to identify their learning goals at the outset When students are engaged and their thinking is stimulated, it is essential for teachers to articulate the purpose and significance of the learning activities, thereby enhancing motivation and maintaining sustained attention This approach ensures that every aspect of classroom instruction is targeted and that teaching objectives and tasks are effectively implemented.
高平师范大专的汉语教学简介
Trường Cao đẳng Sư phạm tỉnh Cao Bình được thành lập theo quyết định số 4018/2000 QĐ-BGD&ĐT-TCCB của Bộ trưởng Bộ Giáo dục và Đào tạo vào ngày 2 tháng 10 năm 2000 Trường chuyên đào tạo và bồi dưỡng giáo viên có trình độ cao đẳng và thấp hơn, cùng với việc đào tạo cho cán bộ quản lý và nhân viên tại các trường trung học cơ sở, tiểu học và mầm non Trong quá trình hoạt động, nhà trường đặc biệt chú trọng áp dụng những tiến bộ trong nghiên cứu khoa học giáo dục vào thực tiễn đào tạo và bồi dưỡng Đồng thời, trường cũng nỗ lực hợp tác với các trường đại học và cao đẳng trong và ngoài nước để đạt được tiêu chuẩn trình độ cao đẳng và chương trình học bán thời gian.
1.5.1 高平师范大专汉语教学的目标
As globalization continues to advance, countries and cultures increasingly prioritize international exchanges in economics, culture, and society Language serves as a vital bridge for communication between nations Consequently, foreign language education is gaining significant importance at all levels of education in Vietnam.
Due to the significance of foreign languages, universities have consistently prioritized language education, and Gao Ping Normal College is no exception In recent years, friendly relations and cultural exchanges with various countries, alongside economic and trade trends, have led to the approval from Gao Ping's leadership and the Education and Training Department to allow high schools near the Chinese border to teach two foreign languages: English and Chinese Additionally, to enhance relations between China and Vietnam and to advance educational development and talent training in Gao Ping province, initiatives have been in place since 2006.
Since 2006, the leadership of Gao Ping Province has signed a contract with Guangxi University in China to send students and officials from Gao Ping for study opportunities, continuing through 2014.
In Guangxi University, 10 master's and 50 undergraduate students graduated and returned to Gao Ping to contribute to local development Currently, several Gao Ping officials and students are studying at Guangxi University In 2007, under the leadership of the Gao Ping Education Bureau, Gao Ping Normal College signed an agreement with Guangxi Minzu Normal University for educational exchange and training, aimed at enhancing cooperation in education and meeting the growing demand for Chinese language learning Notably, Guangxi Minzu Normal University invited teachers from Gao Ping Normal College to teach Vietnamese to Chinese students In response, Gao Ping Normal College established Chinese language classes for its faculty and officials to encourage their participation The goal of the Chinese language program is to equip learners with essential skills in listening, speaking, reading, and writing, with a strong emphasis on oral proficiency Upon completion of the course, learners will achieve a level three proficiency in Chinese, enabling basic communication with native speakers.
我校目前中文科研小组共有 5 名教师，一名是男教师，四名是女 教师。本校的教师都是少数民族，一般都是按照越南政府的优先民族政 策读汉语专业，大学毕业之后由高平省分配工作。
从年龄来看，教师的年龄是从 30 到 40 岁的。工作时间从 5 年到
The average teaching experience of Chinese language teachers at Gao Ping Normal College is only nine years, indicating that the program is relatively new and the faculty is quite young with limited teaching experience This lack of experience can hinder the effectiveness of teaching organization, especially in schools with fewer Chinese language instructors, where young teachers have fewer opportunities to learn from each other and accumulate practical teaching skills Consequently, these factors can negatively impact the overall effectiveness of Chinese language instruction at the institution.
In terms of academic qualifications, 80% of the faculty at Ha Giang Teacher Training College hold master's degrees, with four teachers having completed their degrees and one currently pursuing a master's For over a decade, the Vietnamese Ministry of Education has encouraged higher education faculty to obtain advanced degrees, leading to a continuous rise in educational qualifications across the country This achievement is particularly commendable for a college located in one of the most economically challenged border provinces.
1.5.3 学生情况简介
Most of our students come from Cao Bang Province, which borders China's Guangxi Zhuang Autonomous Region Due to the necessity for communication with Chinese individuals, it is essential for Cao Bang residents to learn Mandarin In 2016, our school established a specialized training program for Mandarin Chinese, starting with only 16 students By 2017, the number of students in the Chinese language program had increased to 50.
The purposes of Chinese language learners at Gaoping Normal College are diverse A survey reveals that the most common reason for studying Chinese is to fulfill academic requirements, followed closely by the desire to learn the language for future teaching roles, particularly in utilizing both Chinese and Vietnamese Many learners recognize the significance of mastering Chinese phonetics, as over 20% of Vietnamese language borrows from Chinese sounds Graduates are expected to engage in teaching positions where proficiency in Chinese phonetics is crucial, given that Vietnamese educational materials at the primary, secondary, and high school levels frequently incorporate these phonetics While some learners aim to communicate with Chinese speakers or enhance job prospects, these motivations are less prevalent.
In Ha Giang, the majority of Chinese language learners are from ethnic minorities, predominantly the Zhuang, followed by the Yao and Miao, with the Kinh being the least represented Due to limited educational resources and their native languages being minority dialects, many students find learning Vietnamese, their second language, challenging Consequently, these learners face significant difficulties in studying foreign languages, particularly Chinese The lack of a conducive communication environment exacerbates their struggles, with students expressing a greater interest in speaking than in writing Chinese characters.
1.5.4 课程及现行教材简介
The primary textbook currently used for Chinese language practice courses at our school is the "Chinese as a Foreign Language Series," edited by Yang Jizhou and published by Beijing Language University Press This language skills textbook is designed for first and second-year students and is the most popular choice among various Chinese language materials in China It is specifically tailored for undergraduate non-native Chinese speakers, with a wide range of applications and significant influence Since its release, the textbook has received widespread acclaim from various sectors both domestically and internationally, earning a strong reputation and reflecting the current standards in the compilation of Chinese as a Foreign Language materials Many universities in mainland China, such as Beijing Language University, Wuhan University, Nankai University, and Central China Normal University, use this textbook for their first-year Chinese programs Additionally, it is adopted by institutions in countries like Thailand, Indonesia, the Philippines, and Malaysia, as well as numerous universities in Vietnam, including Hanoi University, Vietnam People's Security Academy, and Vietnam Business University.
杨寄洲主编的《对外汉语系列教材》的基本体例内容如下：
The revised edition of the "Chinese as a Foreign Language Series Textbook" is designed specifically for absolute beginners in Chinese The primary focus of the curriculum is on the text, which serves as the foundation for the course content.
The "Chinese as a Foreign Language Series" textbooks, edited by Yang Jizhou, emphasize that "texts are of utmost importance" in language learning Indeed, most Chinese language courses center around texts, as learners typically grasp vocabulary and grammar through them The first and second volumes predominantly feature dialogues, divided into two segments The first volume includes pinyin annotations, while the second volume omits them, reflecting the editor's intention to increase the learning difficulty in accordance with students' growing proficiency in the Chinese language.
The vocabulary section of the revised "Chinese as a Foreign Language Series Textbook" consists of four components: new words, part of speech annotations, Chinese pinyin, and English explanations This textbook shows a trend of increasing vocabulary in terms of quantity.
相关研究综述
1.6.1 在中国的相关研究情况
In recent years, the rapid development of globalization has led to an increasing emphasis on foreign language education Within this context, economic, cultural, and social exchanges between China and Vietnam have become more frequent The teaching of Chinese is experiencing significant growth not only in Vietnam but also worldwide, highlighting the importance of researching effective Chinese language teaching methods.
The introduction of new lessons plays a crucial role in teaching Chinese as a second language, highlighting the importance of effective methods in this process Recognizing that "the beginning is always the hardest," educators across various levels and subjects must prioritize lesson introductions as an essential component of classroom instruction Recent years have seen a growing focus on researching lesson introduction strategies, particularly in basic sciences and elementary education, while the study of these methods in language instruction, especially foreign language teaching, remains significant Notably, research such as Pang Wenjing's (2017) case study on the introduction methods used in Thai high schools with the textbook "Experiencing Chinese" provides valuable insights Additionally, Wang Junqi's (2016) study on lesson introduction design at the Confucius Institute in Rome further contributes to this field, offering inspiration for enhancing teaching practices in Chinese language education.
9。在本文中，作者经过探讨设计出了初级汉语综合课新课导入的模式。
Additionally, there are studies focused on innovative methods for introducing new lessons in English as a second language teaching These studies explore the significance, functions, and techniques of lesson introduction from a broader perspective.
In her 2017 study, "Practical Methods for Introducing Chinese Comprehensive Courses in Thai High Schools," published in the Hebei Normal University Journal, Pang Wenjing explores effective strategies for integrating Chinese language instruction at the high school level in Thailand.
In her 2016 study, Wang Junqi explores the design of new course introductions for beginner Chinese language classes at the Confucius Institute in Rome, highlighting innovative teaching strategies and curriculum development Published in the Beijing Foreign Studies University Journal, this research emphasizes the importance of effective course design in enhancing language acquisition and cultural understanding for students.
In their 2011 study "Exploring Methods for Introducing New Lessons," researchers Ran Bihua and He Bin highlight the significance of effectively introducing new topics in the classroom They provide examples demonstrating that a well-executed introduction can significantly enhance student interest and engagement This approach not only ensures that the teaching is focused from the outset but also guides students towards the correct thought processes, laying a crucial foundation for successful classroom outcomes.
1.6.2 在国内的相关研究情况
Tại Việt Nam, nghiên cứu về việc giới thiệu bài mới trong giáo dục vẫn chưa được đánh giá đúng mức trong giới học thuật Việc này cần được các trường học ở mọi cấp độ và các môn học chú trọng hơn, đồng thời nhận được sự quan tâm từ các nhà nghiên cứu và giáo viên Một bài viết trực tuyến có tiêu đề "Một số cách giới thiệu bài mới của giáo viên khi dạy các môn học ở lớp 3" đã tóm tắt lý thuyết và đề cập đến thực trạng cũng như ưu nhược điểm trong việc giới thiệu bài mới cho học sinh lớp 3 Bài viết này cũng gợi ý một số phương pháp hiệu quả để giới thiệu bài mới Ngoài ra, một số giáo viên trung học đã nhấn mạnh tầm quan trọng của việc giới thiệu bài mới trong giáo án giảng dạy, cho rằng cách thức giới thiệu hợp lý có thể kích thích hứng thú học tập của học sinh Tuy nhiên, các bài viết này chủ yếu chỉ là những trao đổi kinh nghiệm giảng dạy và chưa phải là báo cáo nghiên cứu khoa học chính thức.
Gần đây, chỉ có bài viết của范玉含 (2016) mang tên《论汉语口语和写作技能训练中新课导入的角色及方法》đã đề cập đến vai trò và phương pháp giới thiệu bài mới trong việc giảng dạy kỹ năng nói và viết tiếng Trung Quốc.
10 冉碧桦、贺斌（2011）《导入新课的方法探讨》学科咨询（教育科研）
Bài viết của Phạm Ngọc Hàm (2016) thảo luận về vai trò và phương pháp giới thiệu bài mới trong giảng dạy kỹ năng nói và viết tiếng Trung Quốc Tác giả nhấn mạnh tầm quan trọng của việc áp dụng các phương pháp giảng dạy hiệu quả nhằm nâng cao kỹ năng ngôn ngữ cho người học Ngoài ra, bài viết cũng cung cấp những gợi ý cụ thể để giáo viên có thể cải thiện quá trình giảng dạy, từ đó giúp học viên tiếp thu kiến thức một cách tốt nhất Kỷ yếu Hội thảo Quốc gia, Nxb ĐHQGHN, là nơi công bố những nghiên cứu giá trị này.
The article comprehensively addresses issues related to introducing new lessons, with a particular focus on the significance of this process in classroom teaching It explores four methods for effectively introducing new lessons and outlines key considerations for their application This research directly examines the challenges of introducing new lessons in Vietnamese Chinese language instruction, particularly in speaking and writing, making it a valuable reference for our paper We have drawn significant inspiration and insights from this study.
The introduction of new lessons plays a crucial role in classroom teaching, serving as the foundation for each class and its individual components As the saying goes, "the beginning is always the hardest," and this applies to the start of every lesson Utilizing diverse and flexible methods for introducing new material can effectively capture students' attention and spark their interest in learning from the very beginning However, current research on this topic, both domestically and internationally, remains limited, particularly in Vietnam where studies are notably sparse There has yet to be a comprehensive and systematic work focusing on the introduction of new lessons in teaching Chinese as a second language, especially in the context of Vietnamese education This gap in research motivates the author, as a Chinese language teacher, to delve deeper into this area, aiming to contribute valuable insights and provide useful reference materials for Vietnamese Chinese language education.
In the classroom, particularly in teaching Chinese as a second language, the introduction of new lessons plays a crucial role A well-executed lesson introduction captures students' attention from the outset, creating a space for interaction between teachers and students Additionally, it allows students to grasp the key points of the new lesson's content effectively.
In modern foreign language education, it is essential to improve teaching methods to meet educational objectives effectively The ultimate goal should be to enhance students' language communication skills, a principle that applies to Vietnamese Chinese teaching as well Introducing new lessons can create a more natural communication environment, fostering interaction between teachers and students and moving away from traditional methods where students passively listen and take notes Teachers should employ diverse and flexible strategies for lesson introduction, focusing on interactive communication rather than one-way instruction to engage students and keep the learning experience fresh.
Introducing new lessons is crucial across all subjects and educational levels, as it plays a significant role in enhancing the learning experience The methods for introducing new lessons have garnered considerable attention in academic research In China, studies on lesson introduction span various disciplines from elementary to higher education, providing valuable insights that have influenced the author's master's thesis.