选题理由
As income levels continue to rise, people are increasingly eager to travel during their leisure time, especially during peak travel seasons The number of international visitors to Vietnam has been steadily increasing each year, highlighting the growing impact of the tourism industry on the national economy Accurately understanding the tourism sector presents an opportunity for further economic development The significance of tourism in the national economy is on the rise, with the potential for it to become a pillar industry for the country The tourism industry is closely linked to other sectors, driving growth in construction, transportation, commerce, arts and crafts, and services Moreover, tourism fosters economic and cultural development both domestically and internationally, enhancing cooperation among countries and increasing the income of local residents.
Halong Bay, a UNESCO World Heritage site since 1994, is renowned for its breathtaking natural beauty, featuring over 3,000 limestone islands, unique caves, and a diverse ecosystem of marine and terrestrial wildlife Often compared to the picturesque landscapes of Guilin in China, Halong Bay is affectionately dubbed the "Guilin on the Sea." Its stunning scenery and exotic charm make it a popular destination for sightseeing tourism, attracting visitors from around the globe.
Every year, a significant number of Chinese tourists visit Vietnam, particularly Halong Bay, creating a demand for Mandarin-speaking professionals in the local tourism industry In response, local language centers, foreign language institutions, university Chinese departments, and tourism companies have established numerous tour guide training programs However, these training courses primarily focus on restaurant services, accommodations, and general hospitality, while comprehensive foreign language training has yet to receive adequate attention.
In Chinese language teaching, while there are general courses available, specialized topics such as tourist attractions, cultural tourism, and ecological tourism are still not comprehensive As a result, the proficiency level of guides in Chinese is lower than the actual demands of the industry To enhance the practicality of this research, I have also organized relevant activities.
During my time leading numerous Chinese tourist groups in Ha Long, I noticed that fluent tour guides are quite rare This observation prompted me to investigate the underlying causes of this situation After conducting a survey, I discovered that many tour guides lack adequate proficiency in Mandarin, particularly in practical communication skills Among newly graduated guides, very few can speak fluent Chinese, highlighting a significant gap in their language abilities.
In the Vietnam-China travel routes, the language proficiency of tour guides has not met the practical requirements, particularly in their spoken Chinese, which affects Chinese tourists' interest in visiting Ha Long, Vietnam For tour guides, oral communication skills are crucial Unfortunately, the Chinese language training programs for tour guides in Ha Long, Quang Ninh Province, have several urgent issues that need to be addressed to enhance their effectiveness, especially in spoken language instruction.
I have chosen the topic "Research on Teaching Methods for Spoken Chinese in the Ha Long Tourism Guide Class of Quang Ninh Province, Vietnam" for my master's thesis The aim is to enhance the quality of spoken Chinese instruction in the guide class, thereby improving the oral communication and expression skills of tour guides to meet the demands of Chinese tourists.
经研究、综合和归纳之后，本人究竟挑选最适合的口语教学法就是采用
The task-based approach serves as an effective teaching method to enhance the oral expression skills of tour guides in Ha Long, Quang Ninh Province Tour guides frequently encounter language phenomena related to the six key aspects of tourism: food, accommodation, transportation, attractions, shopping, and entertainment To ensure the practicality of this study, the author has structured the oral teaching content around these six essential elements of the tourism experience.
This study utilizes library resources and modern information channels to gather extensive relevant materials, selecting three key textbooks as foundational teaching content: "Tourism Chinese" (Practical Chinese Learning Series, edited by Yao Shujun, Beijing Language and Culture University Press, 2004), "Rapid Chinese for Tourism" (compiled by the Learning Chinese While Traveling in China Group, Peking University Press, 2005), and "Experiential Chinese: Tourism Edition" (by Zhang Rumei and Ai Xin, Higher Education Press, 2006), which will serve as the basis for classroom instruction.
研究目的
In recent years, the economic development has driven countries worldwide to establish relationships and engage in mutual exchanges As a nation that accounts for one-sixth of the global population, China wields significant influence, attracting the attention of many nations Consequently, an increasing number of individuals are coming to China or learning Chinese in their home countries.
In recent years, the global enthusiasm for learning Chinese has significantly increased, leading to the development of Chinese as a second language education This growth has resulted in substantial theoretical research in the field of teaching Chinese to non-native speakers Specifically, tourism Chinese, a specialized form of the language, is frequently used by travelers and tourism professionals during their activities.
Currently, the teaching of Chinese as a foreign language has begun to incorporate tourism Chinese as a distinct area of study This approach recognizes that tourism Chinese differs from other subjects such as medicine, literature, and mathematics While research in tourism Chinese education has made some progress, it is still in its early stages and lacks significant clarity There are numerous challenges in this field, particularly regarding differing opinions and understandings within the international education community about what to teach and how to teach tourism Chinese.
As a branch of teaching Chinese as a foreign language, tourism Chinese has its own unique characteristics, influenced by distinct linguistic environments and cross-cultural communication activities The use of tourism Chinese varies across different regions In the Ha Long area of Quang Ninh Province, the teaching of spoken tourism Chinese has specific features and applications Therefore, this research aims to analyze the current learning conditions of tour guide classes in Quang Ninh Province, highlighting their strengths and weaknesses Ultimately, the goal is to design effective teaching methods and content that enhance the spoken expression skills of tour guides.
研究范围及对象
This paper focuses on the teaching content and methods of Chinese language for tourism, examining both theoretical and practical applications in spoken Chinese instruction It emphasizes an analysis of the current state of teaching activities in tourism Chinese for guide training classes The scope of this research is limited to the practical investigation and analysis of spoken Chinese classes for tour guides in the Ha Long area of Quang Ninh Province, Vietnam.
0.4 研究的任务
为了达到上述的研究目的，笔者要完成以下几项任务：
This article provides a comprehensive overview of the theories related to Chinese language teaching, specifically focusing on oral instruction and the foundational principles of oral training in the context of tour guide professions.
This article examines and analyzes the Chinese speaking classroom instruction for tour guide classes in the Ha Long region of Guangning Province, highlighting its strengths and weaknesses.
This study experiments with a new teaching model for Chinese speaking classes in the tour guide program in Ha Long, Quang Ninh Province By comparing the results of this new approach with previous outcomes, the advantages of the innovative model are highlighted Consequently, recommendations for improving Chinese speaking teaching methods in the tour guide program in Ha Long are proposed.
在研究的过程中，本人采取以下的研究方法：
Phương pháp nghiên cứu tài liệu: Tận dụng tối đa các tác phẩm của các học giả trước đây, kết hợp với nguồn tài nguyên từ thị trường, thư viện trường học, kênh thông tin hiện đại và cơ sở dữ liệu CNKI để thu thập sách và tài liệu liên quan Mục tiêu là nắm bắt tình hình giảng dạy tiếng Trung du lịch ở nước ngoài và trong nước, hiểu rõ lý thuyết giảng dạy tiếng Trung chuyên ngành du lịch, từ đó tổ chức và xây dựng nền tảng lý thuyết Qua đó, tìm ra các phương pháp hiệu quả cho việc giảng dạy ngữ pháp và giao tiếp cho lớp hướng dẫn viên du lịch, phục vụ cho việc thiết kế bài giảng Phương pháp nghiên cứu tài liệu cung cấp cơ sở lý thuyết và tài liệu tham khảo cho bài viết.
The study employed various methods, including on-site observations, interviews, and surveys, to assess the current state of classroom teaching activities On-site observations allowed for a direct view of the educational environment Through interviews conducted with teachers and students at the Guangning Province training campus and Ha Long Guangning Chinese Center, insights into learners' needs and teachers' perspectives were gathered Additionally, discussions with tourism recruitment managers clarified the responsibilities and language skills required for tourism service roles The analysis of these findings helped identify the demand for Chinese language talent and establish criteria for textbook evaluation Surveys were utilized to collect information on learners' needs, motivations, and interests, which informed the development of relevant themes and frameworks for tourism Chinese language instruction, ultimately guiding classroom teaching design.
The final section of this study employs case analysis to illustrate the effectiveness of teaching methods in tourism English for guides By implementing task-based teaching strategies, the quality of classroom instruction is enhanced, ultimately achieving the desired educational outcomes.
Inductive reasoning involves reviewing extensive literature and resources to summarize the needs of tourism Chinese language learners, assess the current state of tourism Chinese, and identify existing challenges This approach aims to propose improvements for current teaching practices, including content and methods, and to develop effective teaching design models.
This study employs a comparative method to analyze the results obtained from the examination of the experimental findings in relation to the current state of spoken Chinese language teaching in tourism classes By exploring this comparison, the research aims to highlight the practical value of its findings in enhancing language instruction within the tourism sector.
This paper consists of an introduction, conclusion, table of contents, references, and appendices, and is divided into three main chapters The first chapter focuses on the relevant theoretical foundations.
第二章 广宁省下龙地区导游班汉语口语教学现状考察与分析
第三章 越南下龙地区旅游汉语口语教学方法构想
第一章 相关理论基础
1.1 汉语口语教学相关研究综述
Chinese spoken language teaching is a crucial course widely regarded as an effective method for learning Chinese There are varying perspectives on beginner Chinese speaking teaching methods, with scholars primarily presenting two main viewpoints based on different roles.
Starting with speaking classes from day one is essential for learning Chinese This approach emphasizes that listening, speaking, reading, and writing are the four fundamental skills in mastering the language, with speaking being the skill that students want to experience immediately Therefore, incorporating speaking lessons from the very beginning enhances the learning process and meets students' expectations.
When establishing a speaking course from scratch, it is essential to consider the curriculum structure of the educational institution, incorporating a comprehensive course alongside specialized courses in listening, speaking, reading, and writing The speaking course should be treated as a specialized skill class aimed at enhancing students' listening and speaking abilities This course not only focuses on training these skills but also involves the acquisition of language knowledge Therefore, from the perspective of course differentiation, the speaking course should be recognized as a specialized skill class, akin to listening and reading courses, requiring dedicated training.
Another perspective suggests that oral language classes should be introduced only after students have acquired a certain level of language knowledge This view emphasizes that the goal of speaking courses is to enhance students' communicative competence, which requires foundational skills in phonetics, vocabulary, and grammar However, there is currently no consensus on the specific amount of language knowledge students should possess before beginning oral classes.
【在汉语水平等级标准】，关于“说”的标准来说，甲级词 1033 个，甲级语
According to Article 129, 90% of language proficiency is based on the ability to engage in basic conversation, which requires students to master 1,000 vocabulary words Therefore, it is essential to ensure that students reach this vocabulary standard before commencing speaking practice.