选题理由
As income levels continue to rise, more people are eager to spend their leisure time traveling, especially during peak travel seasons The number of international tourists visiting Vietnam is steadily increasing each year, highlighting the growing impact of the tourism industry on the national economy Understanding the tourism sector is crucial for providing additional development opportunities for the economy The significance of tourism within the national economy is on the rise, and it has the potential to become a pillar industry for the country The interconnection between tourism and other sectors is substantial, as its growth can stimulate development in construction, transportation, commerce, crafts, and services Moreover, tourism fosters economic and cultural development both domestically and internationally, while enhancing cooperation among countries and increasing local residents' incomes.
Halong Bay, recognized as a natural heritage site by the World Heritage Committee in 1994, is renowned for its stunning landscapes and unique rock formations With over 3,000 islands, it features picturesque caves and a vibrant ecosystem, home to diverse marine and terrestrial wildlife Often compared to the scenic beauty of Guilin in China, Halong Bay is affectionately dubbed "the Guilin on the sea," making it a must-visit destination for sightseeing and nature lovers.
Every year, a significant number of Chinese tourists visit Vietnam, particularly in Ha Long, creating a high demand for Mandarin-speaking professionals in the local tourism industry In response, local language centers, foreign language institutions, university Chinese departments, and travel companies have established numerous tour guide training programs However, these training courses primarily focus on areas such as restaurants, accommodations, and general services, with little attention given to comprehensive foreign language training.
In Chinese language teaching, while there are general courses available, specific topics such as sightseeing introductions, cultural tourism, and ecological tourism-related spoken Chinese courses are still lacking Consequently, the proficiency of tour guides in Chinese falls short of actual requirements To enhance the practicality of this research, I have also made arrangements to address this gap.
During numerous tours in Ha Long with various Chinese travel groups, I noticed that fluent tour guides were quite rare This observation led me to investigate the reasons behind this situation After conducting research, I found that many guides lack proficiency in the Chinese language and practical communication skills Additionally, among newly graduated guides, very few are capable of speaking fluent Chinese, which contributes to this issue.
The language proficiency of tour guides in the Vietnam-China tourism route has not yet met 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; however, there are several pressing issues in the Chinese language training programs, especially in spoken language instruction, that need to be addressed to enhance their effectiveness in Ha Long, Quang Ninh Province.
I have chosen the topic "Research on Teaching Methods for Chinese Oral Language in the Tour Guide Class of Ha Long District, Quang Ninh Province, Vietnam" for my master's thesis The aim is to enhance the quality of Chinese oral language instruction in the tour guide program, thereby improving the oral communication skills and verbal expression abilities 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 method for enhancing the speaking 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, activities, shopping, and entertainment To ensure the practicality of this study, the author has structured the teaching content around these six essential elements, focusing on oral communication skills.
This study utilizes library resources and modern information channels to review a substantial amount of relevant literature, selecting three key texts as foundational materials for teaching tourism Chinese: "Tourism Chinese" (Practical Chinese Learning Series, edited by Yao Shujun, Beijing Language and Culture University Press, 2004), "Quick Mastery of Tourism Chinese" (compiled by the Learn Chinese, Travel China group, Peking University Press, 2005), and "Experiencing Chinese: Tourism Edition" (Zhang Rumei, Ai Xin, Higher Education Press, 2006) These textbooks serve as the basis for classroom instruction.
研究目的
In recent years, the global enthusiasm for learning Chinese has significantly increased, leading to the development of Chinese as a second language teaching Theoretical research in teaching Chinese to non-native speakers has yielded substantial results As a specialized form of language, tourism Chinese is frequently utilized 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 subject, recognizing its differences from other fields such as medicine, literature, and mathematics While there have been some achievements in tourism Chinese education, it remains in its early stages and lacks significant visibility Numerous challenges still exist in this area, particularly regarding differing opinions and understandings in the international education community about what should be taught in tourism Chinese and the methods of instruction.
Tourism Chinese, as a branch of teaching Chinese as a foreign language, has its own unique characteristics, influenced by distinct linguistic environments and intercultural communication activities The use of tourism Chinese varies across different regions, and the oral teaching of tourism Chinese in Ha Long, Quang Ninh Province, showcases specific traits and applications Therefore, this study aims to analyze the current learning conditions of tour guide classes in Quang Ninh Province, identifying strengths and weaknesses The ultimate goal is to design effective teaching methods and content that enhance the oral expression skills of tour guides.
研究范围及对象
This paper focuses on the teaching content and methods of Chinese for tourism, specifically analyzing the current state of spoken Chinese instruction in tour guide classes The study is limited to practical investigations and analyses 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 oral Chinese language teaching, as well as the foundational principles guiding oral training in tourism professional courses.
An investigation and analysis of the Chinese speaking classes for tour guides in the Ha Long region of Guangning Province reveal both strengths and weaknesses in the current teaching methods.
This article presents an experimental design for a new teaching model in Mandarin speaking classes for tour guides in the Ha Long region of Quang Ninh Province It compares the results of this new model with previous outcomes, highlighting its advantages Based on these findings, the article offers recommendations for improving Mandarin speaking instruction methods for tour guides in the Ha Long area.
0.5 研究方法 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 thư viện trường học, kênh thông tin hiện đại và CNKI (Trung Quốc), 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 về giảng dạy tiếng Trung du lịch chuyên dụng, từ đó sắp xếp và xây dựng nền tảng lý thuyết Qua đó, tìm ra những phương pháp hiệu quả cho việc giảng dạy kỹ năng giao tiếp du lịch cho lớp hướng dẫn viên, phục vụ cho thiết kế giảng dạy Phương pháp nghiên cứu tài liệu cung cấp cơ sở lý thuyết và tham khảo cho bài luận.
The research employed various methods including on-site observations, interviews, and surveys to assess the current state of classroom teaching activities Through interviews, we visited training campuses in Quang Ninh Province and the Ha Long Quang Ninh Chinese Center to gather insights from teachers and students about their learning needs and opinions Additionally, we interviewed managers from tourism recruitment agencies to clarify the responsibilities and language skill requirements for service staff in the tourism industry Following this, we analyzed the survey results to summarize the demand for Chinese language talent and establish criteria for evaluating teaching materials The survey also provided valuable information regarding learners' needs, motivations, and interests, helping to identify relevant themes and frameworks for tourism Chinese language teaching, which informed our classroom teaching design.
The final section of this study utilizes case analysis to illustrate the teaching methods of oral tourism communication in guide training classes By implementing task-based teaching strategies, the quality of classroom instruction is enhanced, effectively achieving the educational objectives.
Inductive reasoning involves reviewing extensive literature and resources to summarize the needs of tourism Chinese learners, assess the current state of tourism Chinese, and identify existing issues This approach aims to propose improvements for current teaching practices, including content and methods, and to develop effective teaching design models.
The comparative method involves analyzing the results obtained from the study against the current state of spoken Chinese language instruction in tourism classes This approach aims to explore the practical value of the research findings.
This paper is structured into three main chapters, in addition to the introduction, conclusion, table of contents, references, and appendices 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
A review of research on Chinese oral language teaching highlights its significance as an effective method for learning Chinese Scholars hold varying perspectives on beginner Chinese oral teaching methods, primarily presenting two main viewpoints based on different roles in the educational process.
Starting from a zero level, it is essential to introduce speaking courses in Chinese language learning This perspective emphasizes that listening, speaking, reading, and writing are the four fundamental skills necessary for mastering Chinese Among these, speaking is the skill that students wish to experience immediately, making it vital to incorporate speaking lessons from the very first day of learning Chinese.
When establishing speaking courses from the ground up, it's essential to consider the curriculum structure of the educational institution A recommended approach is to implement a comprehensive course alongside specialized classes focusing on listening, speaking, reading, and writing The speaking course should be viewed as a dedicated skill development class aimed at enhancing students' listening and speaking abilities This course not only trains these skills but also incorporates language knowledge acquisition Therefore, speaking courses should be treated similarly to listening and reading courses, emphasizing specialized training for effective language proficiency.
Another perspective suggests that speaking courses should be introduced only after students have acquired a certain level of language knowledge This viewpoint emphasizes that the goal of speaking classes is to develop students' communicative competence, which requires foundational skills in phonetics, vocabulary, and grammar However, there is currently no standardized measure for determining how much language knowledge students should possess before beginning speaking courses.
【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
To achieve basic conversational skills, students must master 1,000 vocabulary words, as indicated by 90% of the criteria in Law 129 Therefore, it is essential to conduct speaking practice only after students reach this vocabulary benchmark.
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 (Trung Quốc), 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 dụng cho du lịch, từ đó tổ chức và thiết lập nền tảng lý thuyết, tìm ra những phương pháp hiệu quả cho việc giảng dạy kỹ năng nói tiếng Trung du lịch trong lớp học hướng dẫn viên Phương pháp nghiên cứu tài liệu cung cấp cơ sở lý thuyết và tham khảo cho việc viết luận văn.
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 firsthand look at the educational environment, while interviews conducted with teachers and students at the Guangning Province training campus and Ha Long Guangning Chinese Center aimed to uncover learner needs and teacher perspectives Additionally, interviews with tourism recruitment managers clarified the roles and language skill requirements for service staff in the tourism industry Following this, the analysis of survey results highlighted the demand for Chinese language talent and established criteria for evaluating teaching materials The survey also gathered information on learners' needs, motivations, and interests, which informed the development of relevant themes and a teaching framework for tourism Chinese language instruction, ultimately guiding classroom teaching design.
The final section of this study employs case analysis to illustrate the teaching methods for tourism oral communication in tour guide classes By implementing task-based teaching strategies, the quality of classroom instruction is enhanced, effectively achieving the educational objectives.
Inductive reasoning involves analyzing extensive literature and resources to summarize the needs of learners studying Chinese for tourism, assess the current state of tourism Chinese, and identify existing challenges This approach aims to propose improvements for current teaching practices, including content and methodologies, ultimately leading to effective instructional design models.
The comparative method involves analyzing the results obtained from the research experiment in relation to the current state of Chinese language instruction for tourism classes This analysis aims to explore the practical value of the study's findings.
论文结构
This paper is structured into three main chapters, in addition to the introduction, conclusion, table of contents, references, and appendices 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
相关理论基础
汉语口语教学相关研究综述
Starting with speaking classes from the very beginning is essential in 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 students most desire to experience immediately Therefore, it is crucial to incorporate speaking lessons from day one of Chinese language learning.
When establishing speaking courses from scratch, it's essential to consider the curriculum structure of the teaching institution A recommended approach is to design the curriculum as a combination of comprehensive classes and focused skill courses, including listening, speaking, reading, and writing Speaking courses should be treated as specialized skill classes aimed at enhancing students' listening and speaking abilities Moreover, these courses should not only focus on training but also encompass language knowledge acquisition Therefore, speaking classes should be developed alongside listening and reading courses, ensuring dedicated training for each skill.
Another perspective suggests that oral language classes should be introduced only after students have acquired a certain level of linguistic knowledge This viewpoint emphasizes that the primary goal of oral classes is to develop students' communicative competence, which necessitates prior understanding of phonetics, vocabulary, and grammar However, there is currently no standardized measure for how much language knowledge is required before initiating 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
To achieve basic conversational ability, students must master 1,000 vocabulary words, which constitutes 90% of the requirements outlined in Article 129 Therefore, it is essential to ensure that students reach this vocabulary standard before engaging in speaking practice.
Scholars widely agree on the independence of speaking courses, advocating for them to be offered as specialized classes Speaking instruction is a crucial component of beginner-level Chinese language education, particularly for students focused solely on improving their listening and speaking skills Unlike general Chinese language teaching, speaking courses require students not only to understand but also to actively engage in conversation The challenge lies in motivating students to speak up and express themselves confidently.
Speaking is a significant challenge in foreign language teaching, particularly for teachers who are new to the field.
The purpose of speaking courses is to enhance students' language expression skills, which necessitates advocating for standalone classes that are introduced only after students have achieved a certain level of language proficiency In some schools where the foreign language center lacks the resources for separate courses, it is essential to focus on creating a speaking class that prioritizes listening and speaking skills rather than a comprehensive course aimed at developing overall language abilities.
The primary goal of spoken language classes is to enhance students' communication skills in Chinese through various training methods, making it a highly practical course Students are required to engage in extensive practice of the language elements learned, emphasizing active participation Therefore, spoken language classes are student-centered, where students are the main focus of the learning activities, and the teacher acts as a "director" rather than an "actor." In these classes, teachers must purposefully and systematically impart fundamental knowledge about language communication, create interactive scenarios, and effectively organize students to engage in various conversational exercises, enabling them to transform the knowledge acquired into practical communication skills.
Some teachers, lacking a deep understanding of the nature and characteristics of speaking classes, often treat them as comprehensive courses This results in a classroom dynamic dominated by teacher explanations, with students primarily engaged in mechanical imitation, reading, and substitution exercises While this approach may create a lively atmosphere, it ultimately fosters a rote teaching method that hinders student engagement, initiative, and the development of communication skills Therefore, teachers must have a clear understanding of speaking classes to effectively balance teaching and learning, as well as instruction and practice.
汉语口语课教学法类型可有多种，在本文的范围内，笔者采用“任务型
教学法”作为旅游口语课堂教学法。
任务型教学法概说
The Task-Based Approach (TBA) to language teaching emerged in the 1980s, focusing on the concept of "learning by doing." As research progressed, it gained prominence in the field of second language teaching by the 1990s, becoming a focal point for educators and researchers worldwide This method emphasizes practical application, highlighting the importance of engaging students in real-life tasks to enhance their language acquisition.
The teaching approach emphasizes "learning by doing," focusing on developing learners' language application skills It advocates for students to engage in classroom activities through task-based learning, where they tackle real-life problems, thereby enhancing their language acquisition.
1.2 1 任务型教学法主要特征
Adhering to the principle of authenticity, the essence of a task lies in using language to accomplish specific actions These actions unfold within real-life contexts, each with distinct objectives, content, and target audiences.
Teachers assign authentic tasks that resonate with students' real-life learning experiences, immersing them in the process This task completion not only facilitates language acquisition but also fosters a sense of fulfillment in students, ultimately stimulating their interest in learning and achieving effective teaching outcomes.
Traditional oral teaching methods often emphasize the teacher's dominant role, positioning students as secondary participants who are expected to comply fully with the teacher's instructions This approach tends to focus on form rather than substance, leading to a lack of emphasis on meaningful expression in students' spoken language skills In contrast, task-based teaching prioritizes the expression of meaning, directing students' attention towards the content of their communication during task completion, rather than solely on the language form.
（3）具有明确的目的性
During group discussions, students engage in meaning negotiation, which enhances their exposure to language input and improves comprehension, thereby facilitating language learning Additionally, these discussions develop students' abilities to identify, analyze, and solve problems The primary task involves learners using the target language to communicate, express ideas, and address challenges in the classroom setting.
Task-based language teaching focuses on student-centered learning, where teaching activities are guided by specific tasks Unlike traditional methods, this approach enables students to accomplish objectives through the use of language, enhancing their practical communication skills.
Task-based teaching not only equips students with language knowledge and skills but also enhances their social communication abilities and problem-solving skills This approach fosters collaboration among students to accomplish tasks, promoting meaningful exchanges of ideas and emotions between teachers and students, which cultivates a positive learning attitude Additionally, task-based instruction encourages student initiative and engagement, as learners actively seek out information online and gather relevant materials For instance, to teach students how to ask for directions, teachers first provide essential vocabulary and grammar, followed by practical conversation exercises In this model, the teacher acts as a "director," while students take center stage in their learning process.
In task-based language teaching, students act as the main participants, engaging in activities such as asking for directions or exchanging money The teacher plays the role of a director, guiding and supervising the learning process By designing tasks, the teacher enables students to experience and actively participate in their learning, enhancing their language skills through practical application.
1.2 2 任务型教学法的操作模式
When designing tasks, teachers should follow the three-step process proposed by J Willis in task-based learning: pre-task, during-task, and post-task This structured approach enhances student engagement and facilitates effective language acquisition.
The teacher presents the topic and task, outlining the requirements and introducing new vocabulary and relevant phrases Additionally, there is a focus on explaining the associated grammar rules to enhance understanding.
+ 任务中:Task planning and report
(完成任务的活动，学生用所学语言完成任务，老师指导)
+ 任务后:Analysis & Practice：语言重点
分析、练习：报告任务，老师进行评价，归纳总结
In task-based processes, each preceding task has a clear objective, allowing students to understand their assignments before starting This clarity ensures that students know exactly what they need to do and how to accomplish it, enhancing their engagement and focus on the task at hand.
进行任务之下，主动参与到语言学习过程中。
旅游汉语教学研究综述
1.3.1 旅游汉语的内涵
Trong nghiên cứu về tiếng Trung du lịch, các học giả chủ yếu tập trung vào ba lĩnh vực: nghiên cứu giảng dạy tiếng Trung du lịch, nghiên cứu kỳ thi trình độ tiếng Trung du lịch [HSK (Du lịch)], và nghiên cứu biên soạn giáo trình tiếng Trung du lịch Tuy nhiên, trong phạm vi bài viết này, do đối tượng nghiên cứu là các hướng dẫn viên du lịch nhằm đáp ứng nhu cầu giao tiếp trong quá trình dẫn đoàn, mục tiêu giảng dạy là nâng cao khả năng diễn đạt bằng miệng của hướng dẫn viên, nên kỳ thi trình độ tiếng Trung du lịch sẽ không được đưa vào nghiên cứu này.
旅游和语言有密切的关系，旅游离不开语言，因为游客在旅行过程会经
In the six key aspects of travel—food, accommodation, transportation, sightseeing, shopping, and entertainment—effective communication in the Chinese language is essential for interaction, problem-solving, and enhancing the overall experience.
Tourism Chinese, as defined by Shi Huimin, is a comprehensive blend of language and cultural phenomena that foreign students or travelers encounter during their time in China, particularly in areas such as dining, accommodation, transportation, sightseeing, shopping, and entertainment It is not merely a combination of tourism and the Chinese language; rather, it refers to the specific language used in tourism contexts to address communication challenges faced during travel Chinese scholar Su Jian (1997) also agrees that language activities within Chinese are a form of linguistic expression.
Some scholars argue that tourism Chinese is primarily aimed at learners within the target language environment, limiting its applicability to China However, this definition seems somewhat narrow In recent years, influenced by the "Chinese fever," the number of people from around the world coming to China for study and work has significantly increased, while Chinese teachers, volunteers, businesspeople, and tourists are also traveling abroad Statistics indicate that nearly 90 countries and over 2,000 universities worldwide are teaching Chinese, with more than 30 million learners As Chinese is increasingly recognized and valued globally, the teaching of tourism Chinese becomes essential, extending to activities in non-target language countries.
Tourism Chinese is a form of intercultural communication that encompasses the language used by tourists and those involved in related travel activities In the context of travel, language plays a crucial role in addressing communication challenges that arise during these experiences.
This article focuses on the study of tour guide classes, emphasizing the language used by both guides and tourists during their travels The research explores the linguistic interactions that occur within the context of tourism, highlighting the importance of effective communication in enhancing the travel experience.
1.3.2 国外旅游汉语口语教学研究现状
Research on teaching Chinese as a second language has gained significant attention in China, particularly in the realm of spoken Chinese instruction Numerous articles have been published on this topic, including "Theoretical Research on Teaching Chinese as a Foreign Language," edited by Xu Ziliang and published by the Huayu Teaching Press in 2000; "Research on Spoken Chinese Teaching," edited by Li Xiaoqi and published by the Commercial Press in 2006; "Research on Teaching Methods for Chinese as a Foreign Language," co-edited by Dai Guiying and Liu Lian, published by Peking University Press in 1997; and "Teaching Chinese as a Foreign Language," edited by Zhang Yajun and published by Peking University Press in 1998.
法》 等专著， 和王明珠 2010年8月在《语文学刊》发表的《对外汉语口语
Key studies in the field of Chinese language teaching include Wu Huihua's 2002 article on classroom activities and extracurricular practice design in spoken language courses, published in "Chinese Language Learning," and Fan Kaitai's 1992 work on the cultivation of Chinese communicative competence, featured in "World Chinese Teaching." These articles represent significant research contributions to the understanding of error correction and communicative skills in language education.
Recent studies have explored the theoretical foundations of teaching Chinese as a second language, clarifying its nature and principles, which helps distinguish between first and second language instruction Some research integrates theory with practice to validate theoretical issues, while others focus on teaching methods and exercise design Additionally, there are studies specifically addressing oral training The conclusions drawn from these works are reliable and offer significant reference value.
Research on tourism Chinese language teaching in China has flourished, reflecting the significant impact of social and economic development The demand for Chinese language use in tourism activities continues to rise globally Notably, Shanghai Normal University has successfully developed the Chinese Proficiency Test SHK【Tourism】, which was validated in June 2005, thereby promoting the advancement of tourism Chinese language education.
In the realm of tourism education, various schools of thought present differing perspectives, with numerous opinions and research findings contributing to the discourse Notably, in 2001, Shi Huimin was the first to define "Tourism Chinese," influenced by the principles of English for Specific Purposes (ESP) within the field of teaching Chinese as a foreign language By integrating the core elements of language, tourism, and culture, Shi proposed that "Tourism Chinese" represents a new concept and an emerging area of study.
Tourism Chinese teaching should be approached separately to enhance learning effectiveness This approach emphasizes the nature, objectives, and content of tourism Chinese education It focuses on teaching language and cultural phenomena that foreign tourists, particularly international students, frequently encounter during their travels, specifically in the areas of dining, accommodation, transportation, sightseeing, shopping, and entertainment.
In 2005, Professor Shen Hong, a visiting professor of Chinese at Kyungpook National University in South Korea, advocated for a bold educational reform by integrating traditional teaching with practical application through a new conversational course called "Gyeongju Tour Guide." This innovative approach diversified and activated local tourism experiences within the curriculum, making lessons more engaging and relevant, thus igniting students' interest in learning and achieving the principle of "learning by doing." The teaching model consists of three key steps: first, providing students with a comprehensive "tour" book that covers tourism-related Chinese language and culture; second, allowing students to apply their learned language skills in real-life situations, thereby reinforcing classroom instruction; and third, having students return to class to report on their experiences, followed by the teacher's summary and evaluation of the learning process.
The author strongly agrees that tourism Chinese language teaching should prioritize communication as its primary objective, particularly for professionals in the tourism industry, such as tour guides Effective communication skills are crucial in various scenarios, including airport pickups, hotel stays, shopping, entertainment, transportation, and sightseeing Therefore, the main goal of tourism Chinese language education is to facilitate smooth interactions in these contexts To achieve this, the teaching process should focus on situational topics as the core content, which aligns with the proposed research on spoken Chinese language instruction for tour guide classes.
In 2007, Na Yingzhi and Du Xiaoping discussed the application of task-based teaching in tourism Chinese, integrating the theory of externalized teaching They proposed a four-step teaching process: task setting, situational and task introduction (unfolding task activities), grammar and sentence practice, and task implementation Each step includes detailed operational strategies that enhance students' engagement and active learning, leading to significant practical outcomes Notably, the authors' progressive teaching method involves designing tasks for learners to complete outside the classroom, in real tourism activity contexts.
旅游汉语教学特征
Tourism Chinese is a specialized language used specifically for travel-related activities, focusing on dialogues and commonly used terms by tour guides This targeted approach makes it a highly communicative form of Chinese, distinct from general Chinese language teaching, medical education, and other specialized subjects The curriculum is designed to enhance practical communication skills within the tourism context.
Tourism is an inherently comprehensive activity, and so is the teaching of tourism Chinese The curriculum encompasses various aspects that tourists encounter, including food, accommodation, transportation, sightseeing, shopping, and entertainment These elements represent the integrated language and cultural phenomena that travelers frequently experience during their journeys.
Cultural permeability in tourism Chinese serves as a cross-cultural medium that encompasses numerous elements of Chinese culture Tourists often encounter various cultural phenomena, particularly customs and traditions, during their travels If these are not properly understood, misunderstandings may arise, leading to communication barriers Therefore, during the teaching of tourism Chinese, educators should explain these customs to students, enabling them to comprehend and grasp these cultural aspects, ultimately enhancing their effectiveness in learning Chinese for tourism.
Tourism Chinese language teaching primarily focuses on developing listening and speaking skills, as these are essential for effective communication during travel Given the frequent interpersonal interactions in tourism, the curriculum emphasizes practical listening and speaking training Whether you are a travel professional or a tour guide, strong listening and speaking abilities are crucial for seamless communication with Chinese speakers.
任务型教学法在旅游汉语口语教学中的可能性分析
Tourism Chinese is a highly practical and communicative language course that emphasizes not just the transmission of knowledge but also practical training This approach enables students to use Chinese in real tourism activities, facilitating meaningful communication Task-based teaching aligns perfectly with the characteristics of Tourism Chinese, enhancing the learning experience.
This article analyzes the applicability of task-based teaching methods in tourism Chinese language classrooms Firstly, task-based teaching aligns well with the specialized and communicative characteristics of tourism Chinese, similar to business Chinese, as it focuses on training relevant skills within the tourism industry.
跟其专业有特殊的特点：就是交际能力强，用语言进行交际，因此，采用
“任务型教学法”来训练旅游口语是合适的。
Task-based teaching methods effectively enhance learners' communicative competence in travel Chinese, distinguishing themselves from traditional teaching approaches.
Task-based teaching methods can enhance student initiative, which is essential for tour guides in tourism Chinese In fulfilling tasks, tour guides actively engage by using language to communicate with guests and foreigners.
下龙地区的旅游潜力与汉语人才培养影
1.6.1 下龙地区的旅游潜力
Ha Long Bay is Vietnam's most famous tourist destination, boasting a wealth of unique tourism potential Key factors contributing to its appeal include its convenient geographical location, distinctive historical and cultural heritage, breathtaking natural scenery, significant national infrastructure investments, and vibrant cultural activities These elements provide a solid foundation for the growth of Ha Long's tourism industry, fostering the development of Quang Ninh's tourism sector and attracting an increasing number of visitors Additionally, tourism growth stimulates the development of various other industries, making it a vital economic pillar for Quang Ninh Province.
Ha Long, the most vibrant city in Quang Ninh Province, is closely linked to Hanoi, Hai Phong, and other regions in the northern Red River area in terms of social, technological, and cultural exchanges, significantly influencing foreign economies, especially that of China To facilitate Sino-Vietnamese relations, Ha Long has developed extensive land and sea routes, such as the Ky Quan Port, which serves as a key gateway for goods in the north, enhancing economic, cultural, and tourism exchanges One of the strategic plans for economic development in Quang Ninh Province includes transforming Ha Long and Van Don into a premier Asian tourist destination To support this initiative, the construction of the international Van Don Airport and maritime routes began in 2018 Given its advantageous geographical location and convenient transportation, Ha Long is poised to significantly boost tourism, as travelers often prioritize accessibility when selecting their destinations.
Ha Long Bay is steeped in history and culture, reflecting the resilience and spirit of its people in their nation-building and defense efforts This rich heritage captivates visitors, igniting their curiosity and sense of adventure as they explore the breathtaking landscapes and historical significance of the region.
When visiting Ha Long, tourists not only admire its stunning natural beauty but also seek to explore the historical sites of Quang Ninh Province from the nation-building era This region has witnessed significant events in the history of the Ha Long people.
Từ năm 983 đến 1975, những chiến công anh hùng trong cuộc kháng chiến chống giặc ngoại xâm, đặc biệt là từ 1930 đến 1975, đã để lại di sản lịch sử quý giá, như cột cờ, VIVA, và động thứ sáu Giá trị văn hóa và lịch sử của Hạ Long thu hút sự chú ý và tò mò của du khách Mỗi du khách đều mong muốn một lần được đặt chân đến Hạ Long, tận mắt chứng kiến những di tích lịch sử và văn hóa mà chúng ta tự hào, từ đó hiểu sâu hơn về Việt Nam và tìm đến du lịch tại đây.
The natural beauty of Ha Long Bay, reminiscent of Guilin's picturesque landscapes in China, offers significant tourism potential by satisfying visitors' desires for scenic exploration The harmonious connection of mountains and water creates a breathtaking environment that captivates travelers.
Ha Long Bay is a unique natural wonder and one of Vietnam's most beautiful tourist destinations, often described with the phrase, "If you haven't been to Ha Long, you haven't truly been to Vietnam." This highlights its significance as a leading attraction in the country's tourism industry Recognized as a UNESCO World Heritage Site in 1994 and 2000, Ha Long Bay's inclusion in the World Heritage List underscores its global fame and natural beauty.
Ha Long Bay offers a vibrant mix of hotels, dining, and entertainment options Visitors can enjoy traditional Vietnamese water puppet shows and dance performances at the Royal Park, as well as engage in various activities such as cable car rides, Ferris wheel experiences, jet ski races, and beach soccer matches Additionally, guests can savor a diverse array of dishes from China, Vietnam, and Korea.
The infrastructure in Ha Long is well-developed, featuring numerous foreign trade centers, supermarkets, and markets, along with extensive land and road networks, which significantly enhance travel and tourism potential in the region.
（5）文化活动潜力-丰富旅游游业活动
下龙常举办很多高级国际级文化活动：festival 活动、美人比赛。
上文所说，我们可以看出，下龙旅游潜力是非常丰富的。
1.6.2 汉语人才培养对下龙旅游业发展的影响
The tourism industry relies heavily on effective communication, encompassing activities such as booking accommodations, transportation, sightseeing, and transactions This underscores the importance of collaboration between tour guides and international tourists to enhance the overall travel experience.
To meet the actual needs of the tourism industry, Ha Long has established several foreign language centers, including public institutions like Ha Long University Foreign Language Center and Quang Ninh Provincial Cadre Training Nguyen Van Cu Institute, as well as private institutions such as Quang Ninh Chinese Center, ASIAN Foreign Language Center, and KOREAN Foreign Language Center These centers offer both long-term and short-term training programs to address the local demand for Chinese-speaking talent Despite the availability of numerous Chinese language classes, there remains a significant shortage of qualified tour guides and translators, with many graduates lacking fluency in Chinese This issue needs urgent attention, as inadequate language skills among tour guides can lead to misunderstandings, causing inconvenience and negatively impacting tourists' experiences and the overall development of Ha Long's tourism industry.
Having proficient Chinese language skills is highly beneficial for professionals in the tourism industry, especially tour guides It allows them to share jokes, legends of Ha Long, and promote Vietnamese traditional culture and attractions, enhancing the travel experience and leaving a positive impression on clients This could lead to repeat visits to Vietnam as a preferred travel destination, thereby boosting local tourism development Additionally, in case of emergencies or health issues, guides can effectively communicate and resolve problems independently The focus on Chinese language education in the Ha Long region has gained attention since the reform and opening up decades ago, and significant progress has been made in recent years.
Despite efforts to improve education, factors such as limited teaching staff, incomplete teaching equipment, and inadequate curriculum content have resulted in less than ideal teaching quality.
The cultivation of Chinese language talent plays a significant role in advancing the tourism industry in Ha Long To enhance the international presence of Ha Long's tourism sector, improvements in the training of Chinese language professionals are essential.
In this chapter, the author provides a concise summary of theories related to teaching Chinese as a second language, with a focus on oral instruction It discusses the optimal timing for initiating beginner Chinese speaking classes Given that the research emphasizes Chinese language teaching in the context of tourism in Ha Long, the chapter also thoroughly outlines the characteristics of tourism Chinese, highlighting its professionalism, comprehensiveness, cultural relevance, and emphasis on listening and speaking skills.
越南广宁省下龙地区导游班 旅游汉语口语教学现状的考察
下龙地区汉语学习需求考察
This study examines the perspectives of two distinct groups, comprising 170 individuals—120 students and 50 administrators from various recruitment agencies, with one representative from each agency Utilizing two self-designed questionnaires, the research focuses on gathering insights from the administrators of Ha Long recruitment companies and the learners in Ha Long.
As China's economy continues to grow, its international status is rising, leading to an increasing global demand for the Chinese language UN Secretary-General Kofi Annan noted that in the 21st century, individuals should master at least two languages in addition to their mother tongue With China's expanding foreign exchanges, the importance of language as a tool for communication, information, science, and knowledge sharing has become evident Consequently, China recognizes the growing significance of the Chinese language in international relations and economic development, prompting the implementation of initiatives to promote Chinese language education.
The trend of "Chinese language fever" has surged since China's reform and opening-up, leading to an increasing number of Chinese individuals engaging in business, establishing companies, setting up factories, and exploring tourism opportunities in Vietnam.
Effective communication with foreigners primarily relies on language, which serves as a fundamental tool for interaction Language is closely tied to thought and is essential for expressing ideas, making it the basic medium of information in human society To collaborate with Chinese individuals in various activities, proficiency in language is indispensable Mandarin Chinese plays a significant role in this context and is widely used across various job applications, from positions like security personnel and waitstaff to roles such as translators, office staff, and higher-level positions like managers and HR administrators Consequently, the demand for learning Mandarin in the region is notably high.
Demand analysis is a crucial task in this paper, particularly in the field of teaching Chinese as a foreign language Its unique value lies in ensuring that the proposed teaching methods and content align with actual needs How do we conduct demand analysis? We can utilize interviews, surveys, and on-site interviews to gather relevant information.
I conducted a survey to assess the Chinese language learning needs at Guangning Cadre Training School and Guangning Chinese Center, targeting the largest number of Chinese language learners I collaborated with Teacher Xianzhi from Guangning Cadre Training School to distribute an 80-point questionnaire, while I personally distributed a 40-point questionnaire at the private Guangning Chinese Center, totaling 120 questionnaires The survey was conducted at the Chinese department of Guangning Cadre Training School and the private Guangning Chinese Center from February 1 to February 15, 2017 The subjects of the survey included students from both institutions, focusing on their Chinese language learning needs and job opportunities, using a direct questionnaire distribution method.
In our study, we distributed a total of 120 questionnaires, receiving 116 responses Out of these, 6 were deemed invalid due to incomplete information, resulting in 110 valid submissions The survey results are presented in the following table.
表 2.1.下龙地区汉语学习需求考察表
1.你学汉语的目的是什么？ 汉语学习者（110人）
人数 比例 A.工作要求(导游、翻译、营业员，服务员, 售货员 70 63.6%
B 跟中国人做生意 20 18.1%
C.想去中国旅游 10 9%
D.只是爱好（看中国电影、学画中国画儿，看京剧,了
解中国历史）
2.依你的的看法，在广宁汉语人才的工作机会如何？ 汉语学习者（110人）
Among 110 surveyed students, 70 (63.6%) expressed a need to learn Chinese, citing future job requirements such as tour guides, translators, salespeople, and service staff.
The primary motivation for learning Chinese, as indicated by 18.1% of learners, is to engage in business with Chinese individuals This highlights that the majority of Chinese language learners, accounting for 81.8%, prioritize language acquisition for work-related purposes Additionally, 9.1% of learners express a desire to travel to China, while 6.3% study Chinese for personal interests, such as watching Chinese films, learning traditional painting, or enjoying Peking opera Only 2.8% of learners aim to study abroad in China.
关 于 “ 工 作 机 会 ” 79 个 学 生 （ 71.8% ） 选 择 “ 很 多 ” 答 案 ， 23 个
A recent survey revealed that 21% of respondents chose "many" regarding their interest in learning Chinese, while 7.2% selected "average," and no one opted for "few." This indicates a significant demand for Chinese language skills among students in Ha Long, primarily driven by job requirements The presence of many Chinese nationals residing in Ha Long for work, business, and tourism underscores the local need for individuals proficient in Chinese, highlighting the substantial interest in learning the language.
In evaluating the demand for learning Vietnamese among recruitment agencies, the author conducted a survey involving 50 different hiring organizations, collaborating with administrators to gather insights on their specific language training needs.
The article examines various tourism-related companies and entities in the region, including Victory Travel Company, Ha Long Thermal Power Plant, Candle AID Company, Royal Hotel, Saigon Travel Company, Red River Import-Export and Tourism Joint Stock Company, Quang Ninh Supply Tourism and Marine Tourism Joint Stock Company, Ha Long Tourism Joint Stock Company, Dong Yang Cruise Joint Stock Company, Quang Ninh Tourism-Hotel Joint Stock Company, Ha Long International Tourism Trade Joint Stock Company, Friendship Tourism Service Joint Stock Company, Xiang Hai Tourism Company, Xing Yuan Bai Zi Long Limited Company, Tropical Sail Tourism Limited Company, Hai Long Tourism Development Limited Company, Shi Ke Transport Company, Ha Long Memory Cruise Company, Song Lin Tourism Service Center, Quang Ninh Province Import-Export and Investment Joint Stock Company, Hong Ki Tourism Service Joint Stock Company, Nguyen & Li Tourism Joint Stock Company, and Entity Tourism and Trade Company.
考察时间：2017 年 2 月 20 日至 2017 年 2 月 27 日 考察对象：私人公司管理员
The assessment method involves direct questionnaires and verbal interviews to gather insights The focus of the investigation is on the demand for hiring Chinese-speaking employees.
表 2.2.招聘汉语员工需求考察
目前贵公司有没有需要招聘会汉语的员工？ 招聘单位（50 家）
单位数 比例
According to survey data, there is a significant demand for Chinese-speaking talent among employers in Ha Long Out of 50 interviewed companies, 34 (68%) indicated a need for such skills, while the remaining 16 (32%) reported no requirement.
Due to the presence of existing Chinese-speaking talent within the recruitment organization, our analysis of the survey data suggests significant implications for the job market in Ha Long City.
下龙地区旅游汉语学习需求考察
Chinese people have a deep appreciation for the scenic beauty of Vietnam, particularly the stunning landscapes of Ha Long Bay Almost every Chinese individual aspires to visit Vietnam and experience the allure of Ha Long Bay in Quang Ninh Province Numerous websites in China provide extensive information about Ha Long Bay's attractions Additionally, many private and state-owned travel companies in China specialize in tours to this iconic destination Beyond business and factory operations, the primary motivation for Chinese visitors to Vietnam is sightseeing and tourism.
Statistics show that 70% of tourists visiting Ha Long Bay each year are from China, leading to a significant increase in Chinese visitors As a result, local recruitment has surged for Mandarin-speaking individuals, particularly translators and tour guides, to enhance services in accommodation, dining, entertainment, transportation, and language assistance Effective communication is crucial for improving service quality, as language is a primary tool for interacting with tourists The tourism process encompasses six key elements: dining, accommodation, transportation, sightseeing, shopping, and entertainment, all of which require the involvement of tour guides and translators, with tour guides playing the most vital role They accompany groups from the moment they disembark from their flights or clear customs until the end of their journey, making their role indispensable in the service-oriented tourism industry Unfortunately, Ha Long Bay has been facing a persistent shortage of qualified translators and tour guides.
In Ha Long, learning Chinese has become a trend, especially as the city transforms into an international tourist destination This shift has led to an increasing number of locals studying Chinese Graduates proficient in Chinese find it easy to secure jobs, particularly in the tourism sector, where the demand for Chinese language skills is rapidly growing.
In response to the growing demand for Chinese language learning, particularly among tour guides, local language centers, travel companies, and vocational training institutions have launched numerous tour guide programs However, the training primarily focuses on topics related to restaurants, accommodations, dining, management, and service, rather than providing a comprehensive language education.
The materials used for learning Chinese are comprehensive, specifically the "Chinese Course - Volume 1," rather than specialized language textbooks designed for tourism This indicates a lack of genuine attention towards tailored language resources for specific needs.
下龙地区导游班汉语口语教学现状考察
2.3.1 考察目的、对象、内容及方法
In accordance with educational theories, assessing the current state of teaching is a crucial aspect of this research, as the findings serve as a foundation to determine the practical relevance and targeted nature of the study The assessment results act as a compass, guiding researchers in the right direction to design effective teaching methods tailored to actual needs The aim of this research is to understand the current state of oral English training for tour guide classes in the local area of Đà Lạt, identifying which aspects should be further developed and which require significant improvement.
考察对象：下龙导游班口语教学现状。
According to educational theory, the key components of teaching activities include faculty, teaching materials, teaching equipment, curriculum content, teaching methods, and management factors This study focuses on examining these primary elements: faculty, teaching materials, teaching equipment, curriculum content, teaching methods, and management.
This study employs a standard investigation approach, utilizing questionnaires and direct interviews to gather insights from teachers and learners.
2.3.2 考察结果与分析
This study examines the current state of Chinese speaking instruction in the Ha Long tour guide program The findings reveal key insights into the effectiveness of teaching methods and the challenges faced by both instructors and students in achieving proficiency.
（1）师资考察与分析
In Chinese language teaching, textbooks serve merely as a foundation for the curriculum, while the effectiveness of the instruction heavily relies on the teacher's guidance Chinese language teachers are the essence of the teaching process, tasked with delivering content in a flexible, engaging, and scientifically sound manner Their goal is to present the material in a way that makes it easy for students to remember and apply the language independently, thereby enhancing their proficiency and expressive abilities Teachers must go beyond simply conveying language knowledge; they should also focus on developing students' language skills, including listening, speaking, reading, and writing If a teacher falters, it can disrupt the entire teaching process and negatively impact learning outcomes, particularly in oral Chinese instruction, where the teacher plays a crucial role as a facilitator.
In the context of learning Chinese, the role of teachers is crucial, as learners typically struggle to self-study spoken Chinese without guidance To understand the significance of teachers in this field, I investigated two representative institutions: the public Guangning Cadre Training Center's Foreign Language Center and the private Guangning Chinese Center, conducting on-site research at both locations.
本人使用 10 分调查问卷发给广宁干部培训阮文渠校园外语中心的汉语老 师，5 分发给广宁汉语中心教师，以问卷调查卷为主。调查过程中，笔者还使 用口头采访，电话采访的形式。
The investigation took place at two locations: (1) the Chinese Language Department of the Foreign Language Center at the Quang Ninh Cadre Training School, and (2) the Quang Ninh Chinese Language Center The assessment was conducted from March 6 to March 9, 2017.
The article discusses the evaluation of Chinese language teachers at the Quang Ninh Cadre Training Center and the Quang Ninh Chinese Language Center It focuses on key aspects such as the teachers' ages, years of teaching experience, professional titles, educational qualifications, and research interests.
考察结果如下表所示：
表 2.4 下龙教师年龄
The data indicates that the majority of teachers are aged between 36 and 50, with 50% at the Quang Ninh Foreign Language Center and 60% at the Quang Ninh Chinese Center Additionally, a significant number of younger teachers, specifically those under 25 years old, are also present in the workforce.
The Quang Ninh Provincial Cadre Training Center, specifically the Nguyen Van Tieu Foreign Language Center, has a teacher demographic where 20% are aged 26-35, while the Quang Ninh Chinese Center has 40% in this age range There are no teachers over 50 years old at either center Overall, the majority of teachers in Ha Long are between the ages of 36-50, which positively impacts Chinese language instruction in the region.
校名 汉 语 教
25 岁以下者 26-35 岁者 36-50 岁者 50 岁以上者
数量 比例 数量 比例 数量 比例 数量 比例
广 宁 省 干 部 培
训 阮 文 渠 外 语 中心-中文系
广宁汉语中心 5 2 人 40% 0 3 人 60%
表 2.5 下龙教师教学时间
关于教学时间 ，11 年-19 年教学时间的教师占比率高: 广宁省干部培
训阮文渠外语中心 和广宁汉语中心 都是 60%，表示汉语教师教学时间比较
久，占大部分 。
Teachers play a crucial role in education, acting as "directors" while students are the "performers." The age and experience of teachers can significantly impact the teaching process, as younger or newly graduated teachers may face challenges in effectively guiding their students.
The lack of practical teaching experience in the industry may lead to certain deficiencies in instructional quality.
Effective communication techniques are essential for guiding students through challenging concepts, as a lack of clarity can hinder their understanding When students encounter difficulties, it's crucial to provide clear explanations to facilitate their learning process.
The lack of student interest in speaking classes can be attributed to various factors Experienced teachers, with many years in the field, not only convey knowledge but also engage students effectively Their teaching methods play a crucial role in fostering enthusiasm for oral communication.
越南广宁省下龙地区导游班 旅游汉语口语教学方法构想
下龙地区导游班旅游汉语口语教学试用模式总体设计
Before designing a teaching plan, educators must consider the intrinsic factors of learners, including their needs, motivation, habits, and current learning status Among these, learner needs are the most critical, as they influence all other factors If the teaching content does not align with real-world applications and the specific needs of learners, it can lead to a lack of interest in the course material, ultimately hindering progress Consequently, students may face significant challenges when entering the workforce, resulting in the failure to achieve the desired educational outcomes.
This article aims to assess the learning conditions of the Ha Long tour guide class by examining the current local teaching situation and scientifically analyzing the results of on-site investigations The focus then shifts to the design of teaching content and activities, proposing several improvement measures to enhance teaching efficiency and boost the spoken Chinese proficiency of tour guides in Ha Long.
When selecting a teaching method for oral language instruction, educators must consider the specific needs and circumstances of their students Based on the learning conditions and requirements of students in Ha Long, as well as the unique characteristics of tourism-focused Chinese language courses, the author has made informed choices regarding both the teaching materials and methodologies.
3.1.1 教材选用与分析
Based on the students' proficiency and needs, this paper selects specific teaching materials The author, teaching beginners and even zero-level students in Chinese, has chosen textbooks suitable for their level Extensive research was conducted through library resources and modern information channels, leading to the final selection of three appropriate books.
（1）《旅游汉语》（实用汉语学习丛书，幺书君编，北京语言文化大学出版 社，2004）
（2）《旅游汉语速成》（学汉语游中国-编写组编，北京大学出版社，2005）
"Experience Chinese: Travel Edition" (Zhang Rumei, Ai Xin, Higher Education Press, 2006) serves as the foundational textbook for teaching travel-related Chinese language The course content is primarily based on this textbook, with additional materials from two other supplementary books to enhance the learning experience.
Incorporate various design language scenarios to encourage group collaboration among students in speaking exercises Additionally, utilize Vietnamese-Chinese textbooks related to the travel routes in Ha Long to facilitate group or individual presentations.
3.1.2 下龙地区导游班旅游汉语口语教学法的途径选择 （1）教学对象
旅游汉语口语教学的对象是：下龙导游班的学生 （2）教学课型
Chinese language courses can be categorized based on their teaching content into different types, primarily including comprehensive courses, specialized skill courses, and targeted goal courses Specialized skill courses encompass listening, speaking, writing, and reading classes The speaking course focuses on developing learners' ability to use Chinese for problem-solving and communication in specific contexts, such as tourism Emphasis should be placed on enhancing Chinese communication skills, particularly listening and speaking abilities, during instruction.
The primary objective of language teaching is to enhance students' communication skills, with a particular focus on developing their spoken expression In tourism Chinese language instruction, the direct goal is to employ various effective teaching methods to create simulated real-life situations, allowing learners to practice in an immersive environment This approach aims to cultivate their communication abilities in tourism Chinese and deepen their understanding of tourism culture.
Based on the characteristics of tourism Chinese and the findings from an investigation of learning needs, the primary teaching objectives are: first, to enable students to utilize their existing Chinese language skills to enhance their communication abilities in tourism contexts, particularly in listening and speaking; second, to familiarize students with common tourist attractions and cultural elements in China, while deepening their understanding of Vietnamese sites and culture, thereby facilitating their ability to engage in daily communication activities using Chinese.
（4）教学内容及课程安排
"Experiencing Chinese (Tourism Edition)" is a Chinese language textbook published by Higher Education Press in 2006, specifically designed for foreign tourists visiting China After its release, the book was translated into multiple languages and gained popularity in various countries, as well as becoming widely used in China The textbook emphasizes experiential learning principles, aiming to address the needs of beginner Chinese learners by providing simple vocabulary and sentence structures tailored for travel scenarios.
The article addresses language communication issues encountered during travel interactions It emphasizes the authenticity and practicality of the corpus and context to meet the actual needs of beginner Chinese learners The primary focus is on developing teaching materials centered around travel communication tasks.
The textbook emphasizes the development of communication skills while incorporating essential cultural knowledge for travelers in China, enhancing learners' understanding of Chinese tourism culture It covers key themes such as transportation, accommodation, room facilities, itinerary planning, asking for directions, ticket booking, shopping, currency exchange, seeking help, dining, dealing with illness, and mailing letters Each lesson includes three to four small communication tasks, aligning well with the principles and models of task-based teaching Therefore, the author has chosen it as a reference material for designing the curriculum for the Ha Long Bay tour guide class in Chinese language instruction.
This teaching design spans a semester of 16 weeks, with one class per week consisting of three sessions, totaling 48 sessions for half a semester Overall, the author has organized the content of the textbook as follows:
课时数 课堂任务型举例 任务类型
语音训练和媒 体学习工具介
3 让学生了解汉语语音系
统：声母、韵母、声调：
学生能拼读和熟练汉语声
解决问题任务
课程及文化概
简单地介绍：汉语课 程特点，学习重点，需要 学习方式。
The objective is to familiarize students with various tourist cities and cultures in China Students will be divided into groups and assigned tasks for the semester, encouraging them to research and explore notable attractions and local delicacies in their designated cities after class.
When assigning tasks, teachers should select a city as an example and demonstrate the process of preparing for, completing, and reporting on the task after class Each week, students should be given approximately 10 minutes before class to present their reports.
从网上查找一张中国火车 票，如（广州到北京），
研究相关信息
下龙地区导游班旅游汉语口语教学试用模式的实验
The target audience for this course is beginner-level Chinese-speaking tour guides in the Ha Long region of Quang Ninh Province The course will consist of four instructional hours.
- 学生学会用汉语挑选物品
- 人民币单位的名称
- 学会越南传统服装介绍
- 钱币表达方式：块(元)、角（毛）、分
When shopping for clothing items like pants, shirts, and shoes, it's essential to consider their prices, whether they are affordable or expensive Popular choices include silk shirts and traditional Vietnamese attire, such as the qipao Color options range from black, white, blue, green, red, to pink Using a credit card can make the purchasing process easier Don't hesitate to try on different styles and accessories, like scarves and plastic shoes, to find the perfect fit for your wardrobe.
How much does this silk shirt cost? Can it be a bit cheaper? I would like to try this one on.
（2）试验教学操作环节
任务前准备阶段（30分中）
Before class, initiate a conversation by asking, "What do you want to buy today, everyone? When you go shopping, what phrases do you use to ask for prices?" This will guide students to respond with "How much is it?"
If you find something too expensive, how can you negotiate with the seller? Today, I will share tips on bargaining while traveling.
常碰到的一些关于“购物”的句子，词语。
Bài viết này sẽ giới thiệu các từ vựng mới và câu ví dụ liên quan đến chúng, bao gồm các từ như "件", "衣服", "裤子", và "鞋" Để giúp người học dễ dàng tiếp cận, chúng ta sẽ sử dụng hình ảnh từ PPT, các đồ vật cụ thể, hoặc thông qua các câu hỏi để dẫn dắt vào phần từ vựng.
丝绸、衬衣、裙子、多少钱、便宜、贵、信用卡、试试、穿、颜色、黑、
白、蓝、绿红、粉红、买、卖，具体如下展开：
用 具 体 的 任 何 桌 上 的 衣 服 （ 已 准 备 好 ） ， 向 学 生 询 问 : “ 这 是 什
么”，目的是引导学生的注意力，停一下，观察全班的反应，然后跟学生回
答着：这是衣服。轮流把剩下的生词：裤子、鞋、丝绸、衬衣、裙子、旗
袍、塑胶鞋、围巾拿起来发问“这件呢？或这件是什么？”引导学生回答，
写上黑板上：裤子、鞋、丝绸、衬衣、裙子。最后把黑板上写的全部生词重
读一两次。通过提问“你身上穿的东西？”，学生回答出来“衣服、裤子、
鞋、丝绸、衬衣、裙子”。目的是让学生回复刚学的词语，加深记忆力。
然后拿起全衣服起来提问：“颜色有哪儿些？”引导学生回答并记住
“黑、白、蓝、绿红、粉红”，写这些词在黑板上，给学生读一两次。同时
配着手上的具体衣服加深学生印象。
Sau khi học sinh nắm vững các loại trang phục và màu sắc, họ sẽ tiến hành phần thứ hai B Từ vựng quan trọng: Giải thích và mở rộng thông qua việc tạo câu.
多少钱：问价钱：多少钱/这个多少？
块、毛、分：中国钱币单位：200块人们币，
穿：后面加名词：穿衣服，穿鞋 试试：重叠动词：我试试这件衣服。/可以试试吗？
换：换别的 任务中（执行阶段） 90分中）
The objective is to enable students to effectively use Chinese for shopping and currency expressions This includes presenting various shopping activities through a PowerPoint presentation, which introduces the items commonly used in these activities, followed by assigning tasks to reinforce their learning.
Divide students into groups of 3-4, considering their individual preferences and ensuring a balanced distribution of skill levels It's ideal to include at least one student in each group who is relatively advanced and proficient in Chinese to help foster a positive and engaging atmosphere during group activities.
Cách diễn đạt tiền tệ trong tiếng Trung có thể được thực hiện thông qua việc xem hình ảnh trong sách và thực hành nói về mệnh giá tiền, hoặc sử dụng hình ảnh trong PPT để trình bày Một phương pháp khác là chuẩn bị quần áo trên bàn và gắn nhãn giá tiền, sau đó tổ chức hỏi đáp theo nhóm: "Cái này giá bao nhiêu?" để học sinh có thể trả lời bằng cách nhìn vào số, ví dụ như "XXX đồng/ hào/ phân".
Trong bài học này, giáo viên sẽ sử dụng cấu trúc câu “XXX多少钱？” để hướng dẫn học sinh Khi giáo viên hỏi “XXXX多少钱？”, học sinh cần chú ý đến giá cả được ghi trên hình ảnh để trả lời chính xác Sau khi giáo viên đã thực hiện một vài lần để minh họa, học sinh sẽ thực hành hỏi và đáp lẫn nhau trong nhóm của mình.
*任务二（30分钟）
The article focuses on teaching students how to select items based on color and negotiate prices in Chinese It emphasizes the use of multimedia tools, such as PPT or images, to showcase various colors of items like clothing and shoes before implementing the tasks.
让 学生看着展示的物品，讲解颜色让学生记得颜色，
In the task implementation phase, students are grouped into teams of three to four members Each group will select their favorite colors as a reference, while practicing the provided sentence structures from the teacher to negotiate the prices of chosen items.
（3）板书练习：使用书上设计的for the seller，分组，交换角色，然后 填写表格
学生汇报过程中，老师作为听众，看学生是否碰到困难及时协助和指导
纠正，记录学生普遍性语言错误
After all groups have presented, the teacher provides an overall evaluation and specifically addresses common language errors observed during the student presentations This includes detailed explanations, demonstrations, and practice sessions During the practice, the teacher may write examples on the board to enhance understanding.
学生做笔记。最后，教师总结语言点：
物品的颜色：颜色、黑、白、蓝、绿红、粉红 折扣吗/打折吗/打几折：讲价钱
穿 号：穿什么好？/穿多大号 别的：穿别的吗？/还有别的颜色吗？
In this lesson, the instructor summarizes key vocabulary and language points by writing them on the blackboard, providing students with a clear and visual reference for their review This approach enhances students' understanding and retention of the material.
生词：多少钱，贵，便宜，讨价还价，讲价，颜色（黑，蓝 ）
下龙地区导游班旅游汉语口语教学的建议
The author implemented task-based teaching methods in the oral English instruction for tour guide classes in Ha Long, Quang Ninh Province, Vietnam, receiving positive feedback from both teachers and students, as well as achieving notable results Successful execution of task-based teaching requires specific conditions This article offers recommendations regarding factors such as teachers, students, teaching materials, and management practices.
3.3.1 对教师的建议
In the teaching process, the role of the teacher is crucial as they act as collaborators, guides, and participants alongside students Teachers share thoughts and knowledge, fostering communication and inspiration, which enriches the educational experience Transitioning from being the primary authority in the classroom to a "chief among equals," teachers evolve from traditional knowledge transmitters to facilitators of student learning Therefore, in classroom instruction, teachers should focus on collaborative engagement and active participation.
○1 营造良好课堂学习气氛
The learning atmosphere significantly impacts students' motivation and attitudes towards learning A positive learning environment captures students' attention and fosters a desire to engage with the material So, what constitutes a good learning atmosphere, and how can it be cultivated? This responsibility falls on teachers, who must create a relaxed, pressure-free, and enjoyable learning environment To achieve this, educators should focus on effective teaching methods and engaging activities that encourage students to retain information and foster a curiosity to explore topics further at home The following points outline key considerations for creating a conducive classroom atmosphere.
To maintain students' interest in learning, teachers should incorporate humor into their lessons when introducing new vocabulary, grammar, and sentence structures The delivery method is crucial, as it can make the entire learning process more engaging By adopting a humorous teaching style from the beginning of the class, teachers can capture students' attention and enhance their enthusiasm As a result, students will actively participate and gradually absorb language knowledge and skills, leading to a lively classroom atmosphere where they are more likely to grasp the main content effectively.
Teachers should actively engage students by showing genuine care and sincerity, fostering a positive teacher-student relationship Understanding students' learning conditions is crucial; for instance, research reveals that many students resort to their native language instead of Chinese during task completion, particularly when they are new to the assignment.
Students often lack confidence in their speaking abilities, leading to reluctance in participating in discussions To address this, teachers should design tasks that are both engaging and easy for students to handle, focusing on topics of interest Prior to the tasks, it’s essential to provide relevant vocabulary and language structures, along with appropriate guidance during the task completion This approach fosters a sense of enjoyment, relaxation, and enthusiasm for learning among students, effectively motivating them to engage actively in the learning process.
When grouping students, teachers should create balanced groups that include varying skill levels, ensuring each group has both stronger and weaker students This balance is crucial as it often leads to unequal participation, with some students being more engaged while others remain passive To address this issue, teachers should assign specific tasks to each group member, promoting equal involvement and encouraging all students to contribute actively.
When implementing task-based teaching methods, teachers should pay attention to the introduction techniques and strategies It is essential to design tasks that cultivate problem-solving skills during travel activities Additionally, the focus should be on student-centered learning, incorporating a variety of engaging activities During the task reporting process, teachers should provide constructive feedback, corrections, encouragement, and praise to enhance student motivation.
The teacher-student relationship is an important area that deserves attention Currently, many teachers overlook the significance of students' extracurricular learning Interviews with both teachers and students reveal a lack of communication and interaction; teachers tend to focus heavily on classroom instruction while neglecting out-of-class engagement If teachers maintained regular contact with students, they would gain a deeper understanding of their learning progress and could provide timely encouragement and effective study strategies to help students improve their weaknesses.
The article highlights the importance of understanding students' changing attitudes towards tourism Chinese in order to adjust teaching methods and content By doing so, educators can maintain student motivation and positive learning attitudes, ultimately enhancing the effectiveness of the learning experience.
To effectively cultivate students' communication skills, teachers should guide students to actively engage in sentence construction rather than doing it themselves Instead of teachers creating sentences and having students copy them from the board, educators should introduce new vocabulary and encourage students to form their own sentences This approach not only stimulates students' thinking but also provides them with valuable opportunities to practice speaking.
To enhance learning outcomes, it is recommended that teachers provide each student with a list of essential grammar points and vocabulary prior to the task phase This ensures that students have the necessary tools to successfully complete the assignment.
In tourism Chinese language teaching, it is essential to extend learning beyond the classroom by assigning creative homework tasks to students Some assignments may require research online or in libraries, fostering a deeper understanding of the subject matter that cannot be fully achieved during class time.
找，需要很多时间：如：编写短剧、制作海报、图片的练习本。为了确保教
To ensure students value their after-class assignments, teachers must implement strict time limits on academic progress Without these constraints, students may develop a habit of neglecting their homework, which can hinder their overall learning experience Establishing clear deadlines encourages responsibility and reinforces the importance of completing tasks on time.
Students engage in after-class tasks to review and internalize what they learned in class, reinforcing their understanding and enhancing their language skills.