I UBND THÀNH PHỐ HẢI PHÒNG TRƯỜNG ĐẠI HỌC HẢI PHÒNG BÁO CÁO TỔNG KẾT ĐỀ TÀI NCKH CẤP TRƯỜNG/TRỌNG ĐIỂM CẤP TRƯỜNG NĂM HỌC 2021-2022 Nghiên cứu thực trạng giảng dạy và đề xuất giải ph
选题起源
Language serves as a fundamental tool for communication and is the most basic form of interaction The primary goal of learning a language is to facilitate communication and conversation Essential language skills can be categorized into listening, speaking, and reading.
Writing and speaking are fundamental aspects of language proficiency, with speaking being a crucial skill in language learning The effectiveness of oral communication is evident and easily observable, showcasing clear teaching outcomes Mastering speaking skills not only boosts learners' confidence in using the language but also facilitates improvement in other language skills.
Based on teaching experience, students entering advanced Chinese language studies have already acquired a certain level of vocabulary, grammar, and cultural knowledge, alongside developing their listening, speaking, reading, writing, and translation skills Over the years, the Foreign Language Department at Hai Phong University has made significant progress in Chinese language teaching However, challenges persist in advanced spoken Chinese classes, including limited student expression abilities, lack of confidence in communication, insufficient vocabulary, and poor pronunciation and grammar Teachers often focus excessively on the standardization of spoken expression, neglecting the flexible nature of conversational language Additionally, there remains a reliance on imitation and mechanical practice rather than engaging students actively Addressing these issues and finding effective solutions to enhance student participation and speaking proficiency is crucial for improving advanced Chinese language instruction.
Moreover, it is essential for students to develop their oral expression skills beyond basic greetings and simple question-and-answer exchanges They need to enhance their ability to articulate their thoughts and feelings coherently in various linguistic contexts To achieve this, we must further explore effective teaching strategies for advanced Chinese oral communication, ensuring that students are well-prepared for meaningful and valuable contributions in the workplace before entering society.
“行李”同时，所以教师的教学质量起着极其重要的作用。
This study focuses on the current state and strategies of advanced Chinese speaking instruction in the Foreign Language Department at Haiphong University The aim is to gather genuine and useful feedback from both teachers and students to propose effective teaching methods that enhance the quality of advanced Chinese speaking courses It is hoped that this article will serve as a valuable reference for both faculty and students in the Chinese major at the Haiphong Foreign Language Department.
选题目的与意义
（一） 选题目的
本文的研究目的主要体现在以下几点：
The author aims to examine the current state of advanced Chinese oral language teaching to offer new ideas and methods for reform This initiative seeks to enhance the quality of advanced Chinese oral classes, improve the speaking proficiency of students majoring in Chinese, and boost their communication skills.
Additionally, the author aims to further develop the issues addressed in this study and present personal insights on problem-solving This effort seeks to enhance advanced Chinese speaking teaching methods, ultimately improving the quality of advanced Chinese oral instruction.
（二） 选题意义
This article investigates the current state of advanced Chinese speaking instruction at Hai Phong University’s Foreign Language Department through a survey, integrating a comprehensive overview of Chinese language teaching at the university with personal teaching experiences It advocates for a diversified approach to advanced Chinese speaking pedagogy, aligning with researchers who support the use of multiple teaching methods in the classroom They argue that language instruction should not adhere to a single theory or model but rather establish an overarching framework that accommodates various teaching approaches The selection of specific teaching methods should be based on defined levels of proficiency Additionally, Zhai Yan (2013) highlights the differing interpretations of task-based teaching among educators, noting that most teachers adapt task-based activities to specific segments of their lessons rather than implementing them in a rigid manner, thereby demonstrating a thoughtful selection of teaching methods based on actual classroom conditions.
The investigation into the teaching strategies at Haiphong University plays a crucial role in the development of language teaching theories, laying a foundational stone for their advancement The integration of various teaching methods, designed based on actual survey findings of the teaching situation, creates an advanced Chinese speaking classroom that not only aligns with the practical needs of Haiphong University's Chinese language instruction but also caters to the learning requirements of its Chinese major students This approach effectively avoids the drawbacks of relying on a single teaching method while leveraging the advantages of multiple pedagogical strategies, offering a more comprehensive framework for advanced Chinese speaking instruction.
Based on the author's observations regarding the origins of the topic, students majoring in Chinese at Haiyang University face challenges such as limited advanced oral Chinese proficiency, lack of confidence in communication, insufficient vocabulary, and poor pronunciation and grammar skills, as well as difficulties in sentence construction and paragraph formation This article presents advanced Chinese oral teaching strategies designed by integrating various teaching methods to address these issues, alleviating teachers' preparation burdens and enhancing the overall quality and effectiveness of advanced Chinese oral classes.
While there has been some attention from scholars in China and Vietnam regarding Chinese speaking instruction in Vietnam, there is a notable lack of specialized research focused on advanced Chinese speaking education Currently, no studies have been conducted on the advanced Chinese speaking curriculum at Haiphong University’s Foreign Language Department Conducting a typical survey on this subject could provide valuable insights for both domestic and international scholars about the advanced Chinese speaking instruction in national universities in northern coastal Vietnam Additionally, it would help teachers at Haiphong University better understand their teaching conditions, receive student feedback, and encourage ongoing reflection and improvement of their teaching methods This could ultimately enhance the quality of advanced Chinese speaking education, enabling students to overcome the "mute Chinese" phenomenon and the psychological barriers of fear in speaking and giving opinions, thus boosting their confidence in expressing viewpoints and improving their Chinese communication skills.
研究对象与范围
本文的研究对象为高级汉语口语课程教学。
研究范围：海防大学外语系汉语专业的教师和学生。
The study focuses on third and fourth-year university students majoring in Chinese at Hai Phong University’s Foreign Language Department, as well as the instructors teaching advanced spoken Chinese courses.
研究现状
（一） 越南研究现状
Vietnam, a neighboring country of China, has a long history of interaction with its northern neighbor, which includes a rich tradition of Chinese language education Historically, Vietnam experienced a surge in interest known as the "Chinese Language Fever." This phenomenon has garnered significant attention from the Vietnamese academic community regarding the teaching of Chinese in Vietnam According to the author's research, there is a wealth of studies related to Chinese language instruction, particularly in spoken Chinese.
Zheng Huanglin conducted a study on oral teaching methods, focusing on second-year students in the Department of Chinese Language and Culture at Hanoi National University of Education's Foreign Language University The research involved a survey and statistical analysis of teaching methods, emphasizing that the core principle of oral teaching is student-centered learning.
In her master's thesis at the University of Foreign Languages, Hanoi National University, Xie Shiyingxue emphasizes that using context in spoken Chinese language teaching is an effective instructional method This approach encourages learners to actively engage with their surroundings and explore knowledge within specific situational factors A key responsibility of teachers in this context-based teaching is to create tailored scenarios that inspire, guide, and motivate students to participate and express themselves.
In his research on teaching spoken Chinese in Vietnam, Duan Minghai emphasizes three key strategies: leveraging local cultural factors to identify relevant teaching topics, fostering continuous interaction among students, and experimenting with implicit grammar instruction He believes that for Vietnamese students to communicate confidently and effortlessly in Chinese, it is essential to not only utilize rich and engaging textbook content, interesting classroom activities, and well-structured homework, but also to rely on the teacher's comprehensive personal qualities, including their charisma and adaptability in the classroom.
Wu Shiyumei's paper, "A Survey on Chinese Oral Teaching at Hai Phong University," primarily investigates the intermediate Chinese oral teaching situation for students majoring in Chinese at Hai Phong University, without addressing the advanced Chinese oral teaching conditions.
Li Quanlan conducted research on two universities in southern Vietnam, focusing on advanced Chinese speaking instruction In her 2013 study from Shanghai Normal University, she emphasizes that the teaching methods employed by educators significantly influence student learning outcomes She argues that teachers must engage students' attention and create a positive classroom environment to enhance the effectiveness of their teaching.
1 Trịnh Hoàng Lân Phương pháp dạy khẩu ngữ theo hình thức đào tạo tín chỉ cho sinh viên năm hai Khoa
NN&VN Trung Quốc[D], Đại học Quốc gia Hà Nội Trường Đại học Ngoại ngữ, NCKH cấp trường, 2009
Tạ Thị Ánh Tuyết (2005) trong luận văn thạc sĩ của mình tại Trường Đại học Ngoại ngữ - Đại học Quốc gia Hà Nội đã nghiên cứu về vai trò của các yếu tố ngữ cảnh trong việc giảng dạy khẩu ngữ tiếng Hán Nghiên cứu này nhấn mạnh tầm quan trọng của ngữ cảnh trong việc cải thiện kỹ năng giao tiếp của học viên, từ đó đề xuất các phương pháp giảng dạy hiệu quả hơn để nâng cao khả năng sử dụng tiếng Hán trong thực tế.
Nghiên cứu về giảng dạy tiếng Trung giao tiếp tại Việt Nam của Đoàn Minh Hải đã được trình bày trong hội thảo quốc tế kỷ niệm 50 năm giảng dạy và nghiên cứu tiếng Trung của Khoa Ngôn ngữ Trung Quốc, Đại học Hà Nội.
Đoàn Minh Hải (2009) đã nghiên cứu về việc dạy khẩu ngữ tiếng Hán tại Việt Nam, được trình bày trong luận văn hội nghị quốc tế kỷ niệm 50 năm giảng dạy và nghiên cứu tiếng Hán, tổ chức tại Khoa tiếng Trung, Đại học Hà Nội Nghiên cứu này tập trung vào các phương pháp và thách thức trong việc giảng dạy tiếng Hán, nhằm nâng cao chất lượng đào tạo và đáp ứng nhu cầu học tập ngày càng tăng của sinh viên Việt Nam.
Incorporating various aspects of the learning environment, we continuously innovate and break away from traditional teaching models by implementing a student-centered approach.
In summary, the articles on speaking instruction reveal that each author has their own perspectives and methods However, a commonality among most authors is the belief that a "student-centered" approach is paramount Additionally, some authors emphasize the significant role of context and cultural factors in effective speaking teaching.
（二） 国外研究现状
In the Chinese academic community, there has been a significant amount of research published on teaching methods for spoken Chinese, leading to notable achievements According to Littlewood (2002), "communicative competence is a complex system of knowledge and skills that includes a person's linguistic knowledge, sociocultural background, stylistic knowledge, cognitive abilities, emotional factors, and other forms of knowledge." Consequently, Chinese language teaching is increasingly focusing on the social functions of language, its service and educational roles, as well as the theoretical and practical aspects of communicative methods.
The primary goal of second language teaching is to develop communicative competence rather than merely mastering linguistic knowledge and skills According to Meng Guo (2010), the objective of second language acquisition is to enhance learners' overall proficiency, which encompasses not only listening, speaking, reading, and writing abilities but also the capacity for fluent, appropriate, and accurate communication in the target language He emphasizes that second language acquisition should focus on practical and communicative training, integrating the learning of language structures with the application of these structures in real communication, particularly enhancing students' ability to express themselves independently in coherent segments.
Zong Shengnan, in "The Application of Multimedia in Teaching Spoken Chinese to Foreign Learners," explores the role of multimedia in spoken Chinese instruction Zong asserts that when teachers effectively utilize multimedia presentations in their lessons, they can create a more authentic language environment for students This approach makes the teaching content more engaging and dynamic, ultimately enhancing the effectiveness of spoken language classes, especially for students who lack exposure to a language-rich environment.
4 蔡整董.汉语口语课教学方法[M],北京语言大学出版社，2010(3)
5 转引自赵金铭.汉语作为第二语言技能教学[M],北京大学出版社，2010（3）
6 孟国.第二语言习得理论与汉语教学研究[M]，光明日报出版社，2010（14）
In her 2010 master's thesis, "The Application of Multimedia in Teaching Chinese as a Foreign Language," Song Shengnan from Northeast Normal University explores the effectiveness of multimedia tools in enhancing spoken Chinese language instruction The research highlights how integrating multimedia resources can improve student engagement and comprehension, ultimately leading to better language acquisition outcomes This study contributes valuable insights into innovative teaching methodologies for Chinese language educators.
研究方法
This article investigates the current state and strategies of advanced Chinese oral language teaching in the Chinese major at the Foreign Languages Department of Haiphong University To clarify this issue, the study primarily employs specific research methods.
（一）文献研究法
This article explores the research and writing process by reviewing relevant literature, journals, and newspapers from sources such as CNKI, libraries, books, and electronic documents It gathers insights from scholars both domestically and internationally regarding teaching methods for spoken Chinese, thereby enriching the research content of this study.
（二）实地观察法
课堂实地研究指的是课堂实地观察，为了使研究内容多样化，笔者于 2021
From December 27, 2021, to April 2022, data was collected from advanced Chinese speaking classes (Classes 20.1, 20.2, 20.3, and 20.4) through observations of both my own and colleagues' teaching sessions Each class lasted 50 minutes, and the observations aimed to gather natural and effective insights, enhancing the objectivity of the research findings.
In 2011, Shen Yanwei conducted a master's thesis at Central China Normal University, exploring the teaching of intermediate Chinese speaking skills among Vietnamese students The study provides insights into effective pedagogical strategies and challenges faced in language acquisition, contributing to the understanding of Chinese language education in Vietnam.
9 周姗 对外汉语口语课生词教学研究[D],安徽大学，硕士学位论文，2013 年。
（三）定量分析法
The questionnaire survey method enables the author to quickly gather firsthand data for the research paper, establishing a crucial foundation for the study The operational process is outlined as follows:
Firstly, a survey questionnaire was designed, as outlined in Appendix One and Appendix Two The research was conducted among Chinese major students at Haiphong University’s Foreign Language Department.
The survey aims to assess the current state of advanced Chinese speaking instruction at Hai Phong University’s Foreign Language Department, specifically targeting third and fourth-year Chinese major students and their instructors A total of 299 questionnaires were distributed online using Google software to students from the 19th and 20th cohorts, with responses collected for analysis.
为 235份；共发放教师问卷04份，全部回收问卷为 04 份。
（四）统计与分析法
The author conducts a statistical analysis of collected data to draw final conclusions on the teaching methods employed, using the content of textbooks as a basis for identifying suitable approaches This study utilizes questionnaires, in-depth interviews, and classroom observations (both personal teaching and peer observations) to analyze the teaching situations of both teachers and students It aims to assess the effectiveness and practicality of classroom instruction, providing recommendations for advanced Chinese oral language teaching based on the perspectives of the teaching主体.
创新之处
The current state of Chinese language teaching in Vietnam has garnered attention from both Vietnamese and Chinese scholars; however, research specifically focusing on the Chinese language program at Hai Phong University, particularly in advanced spoken Chinese, remains scarce This study aims to investigate the current teaching methods, analyze the curriculum content, and summarize the implementation of teaching strategies in the advanced spoken Chinese course at Hai Phong University The findings will offer valuable recommendations to enhance the teaching of advanced spoken Chinese, promoting a more structured and effective learning environment By encouraging teachers to continually reflect on and innovate their teaching methods, the study seeks to stimulate student interest in advanced spoken Chinese, helping them overcome psychological barriers to speaking and ultimately improving their communication skills.
To effectively sell products, understanding customer needs is essential, and this principle applies to the education sector as well This article presents insights gained from in-depth interviews and surveys aimed at uncovering the challenges and aspirations of students enrolled in advanced Chinese speaking classes Consequently, educators must explore suitable teaching methods that enhance teaching quality and boost student engagement in their learning process.
The author of this article shares effective advanced Chinese oral teaching techniques that have significantly enhanced classroom dynamics and made lessons more engaging These methods encourage students to express their opinions boldly, fostering an interest in critical thinking while alleviating their shyness and fear of making mistakes.
第一章 与口语相关理论
第一节 口语的定义
Traditional language education divides language proficiency into four skills: listening, speaking, reading, and writing The primary goal of speaking instruction is to enhance students' oral expression abilities According to Lv Bisong, oral expression encompasses both narrow and broad definitions; narrowly, it includes verbal communication in learning, daily life, social interactions, meetings, and discussions, while broadly, it also covers language used in lectures, speeches, and presentations Thus, spoken language forms the core content of oral expression training.
第二节 书面语与口语的区别
In Chinese language teaching, spoken language differs from written language, focusing on practical oral communication skills essential for real-life interactions From a linguistic perspective, listening and reading are passive processes of comprehension, while speaking and writing are active forms of expression and application According to Steve Kaufmann, spoken language is informal and aimed at mutual understanding, lacking the rigid structure and decorum of written language, which is more formal and emphasizes respect through careful word choice and sentence structure Spoken language is the most fundamental form of communication, with written language evolving from it to convey thoughts and ideas in a structured and grammatically correct manner, often enhancing the rhetorical impact of the message.
Spoken language and written language are distinct yet interconnected forms of communication that complement each other While it is essential to recognize their differences, one should not be overly rigid in this distinction but instead understand the concepts and apply them flexibly According to the Modern Chinese Dictionary, "spoken language" refers to the language used in conversation, in contrast to "written language," which is expressed in text All languages consist of both spoken and written components, and it is important to note that they cannot be entirely separated Generally, the differences between spoken and written language can be categorized, but they ultimately serve to enhance our overall understanding and use of language.
10 吕必松.对外汉语教学概论[M]，国家汉办编印，1996 年。
11 斯蒂夫ã考夫曼，语言家[M]，北京：中华书局，2004（36）。
与口语相关理论
重视口语交际能力
In the 21st century, characterized by frequent information exchange, it is essential for future talent to possess strong oral communication skills Therefore, foreign language teachers should prioritize training students in spoken communication by actively creating various conducive situations for interaction This involves fostering engagement between teachers and students, as well as peer-to-peer interactions, to effectively train students in oral communication and prepare them to become qualified individuals ready for the demands of future society.
In addition to English, Chinese has consistently been a fundamental subject in education worldwide A significant challenge in contemporary Chinese education is how to leverage curriculum reform to enhance advanced spoken Chinese instruction Although educators are increasingly prioritizing students' oral communication skills, various factors during the teaching process have hindered substantial improvement, resulting in the persistent phenomenon of "mute Chinese."
To address the challenge of ineffective communication in teaching, it is essential to identify and implement effective instructional methods.
In spoken communication training, teachers play a dual role as both participants and guides Students often exhibit shortcomings in the content, methods, language forms, communication attitudes, and listening-speaking habits during their oral interactions It is essential for teachers to attentively monitor the process, identify deficiencies, and provide timely and precise guidance—offering relevant knowledge and addressing deviations in language expression, listening-speaking habits, and communication styles and attitudes This approach ensures that students receive proper training, ultimately enhancing their oral communication skills.
Oral communication refers to the dynamic practice of using spoken language in specific contexts for two-way interaction, allowing individuals to exchange information, connect emotionally, and solve problems The social nature of oral communication fundamentally shapes its learning process, distinguishing it from other language activities and establishing independent learning principles This, in turn, influences the values guiding oral communication teaching, curriculum design, and resource development, playing a crucial role in directing practical learning activities in this area.
Hoạt động nói trong cuộc sống hàng ngày và trong khóa học có sự khác biệt rõ rệt Hoạt động nói hàng ngày diễn ra trong bối cảnh giao tiếp tự nhiên, trong khi "hoạt động nói" trong khóa học mang tính "biểu diễn" và là sự bắt chước, mang tính chất nhân tạo Việc phát triển khóa học nói của chúng ta nên dựa trên ngôn ngữ hàng ngày, tạo ra bối cảnh thực tế nhằm nâng cao khả năng giao tiếp của học sinh Cụ thể, cụm từ “差一点儿” ngụ ý về vận may, thể hiện điều mà người nói không mong muốn xảy ra hoặc điều mà họ hy vọng thực hiện nhưng không thành công, mang theo sự tiếc nuối, chẳng hạn như: “Tôi suýt chút nữa thì gặp được anh ấy.” Hay cụm từ “差一点儿没” được dùng để chỉ việc người nói không
When discussing events that occur, luck often plays a significant role; this term can also refer to the speaker's aspirations that ultimately come to fruition through fortunate circumstances For instance, one might say, "I almost missed my bus today," highlighting the element of chance in everyday situations.
（“ Hôm nay suýt chút nữa thì tôi không kịp chuyến tàu ”实际上赶上车了）。
三、以学生为中心，产出导向
The student-centered educational theory, founded by Carl Rogers, emphasizes the goal of fostering student development In the context of classroom teaching, this approach involves creating an effective learning environment and atmosphere for college students It is guided by three fundamental principles: prioritizing students, integrating in-class and out-of-class activities, and thoughtfully designing classroom instruction Additionally, it seeks to transform traditional teacher-student dynamics into a more equitable and caring relationship, promoting mutual communication and collaboration Ultimately, the student-centered approach aims to maximize the cultivation and stimulation of college students' passion and interest in learning.
A "student-centered" classroom operates under specific teaching plans, aimed at helping students achieve defined learning objectives within a set timeframe Teachers should flexibly and innovatively adapt various student-centered teaching principles to suit specific circumstances, avoiding a rigid adherence that may compromise teaching efficiency in pursuit of student autonomy While constraints such as limited resources and time may hinder the selection of ideal teaching strategies and activities, maintaining a focus on student needs and learning patterns during the design and implementation of lessons ensures that students remain engaged, thereby realizing the goal of a truly student-centered classroom.
第四节 高级口语教学的目标及任务
In advanced spoken Chinese courses, the primary teaching objective is to enhance students' expressive abilities across various functions This involves strengthening their skills in segment and discourse expression, enabling them to engage in high-level oral communication The goal is to equip students to articulate their thoughts, feelings, and opinions appropriately and fluently on diverse topics in social contexts Ultimately, the mission of Chinese language education is to cultivate students' communicative competence, with spoken language classes serving as a crucial foundation for this development.
In 1990, Carl Rogers published "A Review of Student-Centered Teaching Theory" through Educational Science Press This work emphasizes the importance of student-centered learning, advocating for educational approaches that prioritize the needs and experiences of students Rogers' theories highlight the significance of fostering an environment that encourages personal growth and self-directed learning, ultimately enhancing the educational experience.
The "student-centered" teaching theory, which emerged in the 1950s, emphasizes emotional engagement and interpersonal relationships, gaining significant global traction and influence Key components of Rogers' educational psychology include the integration of emotion and cognition, the role of intuition and creativity, and a personality theory centered around the self.
13 蔡整莹.汉语口语课教学法[M]，北京语言大学出版社，2009（87）
The guiding principle of the course is to cultivate and enhance students' advanced oral communication skills in Chinese This enables students to engage in communication activities with proficiency, appropriateness, and flexibility, tailored to the specific audience, context, and purpose.
The goal of spoken language teaching is to enhance students' oral communication skills, which encompass accurate voice expression, correct verbal expression, and appropriate pragmatic expression This ability is built on a foundation of language knowledge and relevant cultural understanding According to Pan Ruifang in the "General Curriculum Outline for International Chinese Teaching," the objectives for advanced Chinese oral instruction include the ability to discuss general topics in social life, clearly articulate reasons, express viewpoints and attitudes, and engage in deeper discussions on specific topics related to work or profession Key aspects include effective communication on general topics in various situations, coherent expression of personal interests, in-depth exchanges on particular subjects, and the ability to participate in discussions or debates while clearly stating one's opinions and countering others' views.
14 章纪孝.高级汉语口语一话题交际[M]，北京语言大学出版社，1993
15 潘瑞芳.国际汉语教学通用课程大纲 [M],外语教学与研究出版社，2008（27）
高级汉语口语教学现状的调查设计
第一节 调查范围与对象
一、 调查范围
To enhance the quality of education, Haiphong University focuses not only on developing students' language skills but also on imparting relevant professional knowledge The presence of many foreigners, particularly from China, in Haiphong creates an immersive language environment for students, allowing them to apply their language skills in real-life situations and improve their Chinese communication abilities To ensure high-quality advanced Chinese speaking instruction in the Chinese major at the university's Foreign Languages Department, this study specifically examines the Chinese language teaching methods employed Haiphong University is recognized nationally for its Chinese language programs, and its graduates are valued by various companies and institutions in Haiphong and beyond.
二、 调查对象
本文笔者针对海防大学外语系汉语专业的教师和学生为调查对象。
This article presents an in-depth investigation and interviews with four experienced teachers of advanced Chinese speaking: Teachers Du, Chen, Wu, and Fan With teaching tenures ranging from 5 to 15 years, these educators possess substantial experience in instructing advanced Chinese speaking courses They have a solid understanding of the teaching methodologies involved and are well-acquainted with the learning experiences of students in these advanced classes.
Advanced Chinese oral courses are included in the curriculum during the sixth semester, making it a subject for third-year students This article focuses on third-year students currently enrolled in this course, specifically those from Class 20-1, Class 20-2, Class 20-3, and Class 20-4, as well as comparisons with fourth-year students.
The selected participants for this survey include students from the 19th cohort of classes one through five This choice is made to gather comprehensive insights into the teaching practices of advanced Chinese speaking instructors at Haiphong University It aims to explore the challenges and aspirations students face while learning advanced Chinese speaking skills.
The educational background of students is a crucial aspect that requires attention A significant number of students who have studied Chinese prior to entering university play a vital role in their academic success and integration into higher education Understanding their prior knowledge and experiences can enhance teaching strategies and improve learning outcomes.
为17%，考上大学之前还没学过汉语的学生占为 83%。请见图 2-1：
图2-1：学生考上大学之前学习汉语的情况
A recent survey at Hai Phong University revealed that 94% of students studying Chinese are female, while only 6% are male, with 95.7% of them aged between 21 and 25 When asked about their motivations for learning Chinese, 65.5% of the students cited the desire to secure a good job in the future, 25.5% mentioned personal interest, and the remainder indicated parental expectations.
学习占为6%；其他的原因占为 3%。请见图 2-2：
表2-2：学生学习汉语的原因
第二节 调查方法与内容
一、 调查方法
The combination of surveys and in-depth interviews is essential for effective research To ensure that students fully comprehend the survey, Vietnamese annotations are provided for specialized terms or potentially confusing vocabulary The survey offers two response options: clearly marked single-choice questions and annotated multiple-choice questions.
Q4 您考上大学之前学过汉语吗？
自己的兴趣 父母要求 未来能找到一份好工作
其他Q5 你为什么学习汉语？
During the observation of colleagues' teaching sessions, I focused on the teaching process, including the effectiveness of their presentations and the attention levels of the students I assessed students' understanding of the lesson content and their participation rates in discussions Additionally, I noted the types of teaching aids used by the teachers to engage students' attention Based on these observations, I analyzed the teaching practices and identified the most effective strategies to enhance student engagement and comprehension.
The author began field investigation work on December 27, 2021, and concluded observational activities on April 24, 2022 During this period, the author taught classes for the 20th cohort, specifically the 20th Grade Three and Grade Four classes, while also auditing classes for the 20th Grade One and Grade Two Throughout the observation process, the author took notes and recorded audio, integrating detailed classroom observation items.
Between April 12 and April 24, 2022, a survey was conducted during a critical period of the COVID-19 pandemic, when both teachers and students were engaged in online learning The author utilized Google software to distribute the survey online, resulting in a total of 299 student questionnaires distributed and 235 responses collected, along with teacher participation.
调查问卷04 份，收回04份。
二、 调查内容
• 关于教师调査问卷与深度访谈的内容：
The relevance and engagement of textbook content are crucial for fostering strong student interest in learning Effective course materials should closely connect with real-life situations, offer fresh perspectives rather than outdated information, and present language points in a scientifically organized manner Additionally, the content must be tailored to meet the specific needs of students at Haiphong University.
The teaching methods employed by educators involve a structured approach that can be either singular or diverse, ensuring they are suitable and well-received by students Teachers often choose to deliver lessons in either Chinese or Vietnamese, depending on the context At advanced levels, there is a significant emphasis on enhancing students' oral expression skills Additionally, the methods utilized for correcting students during class play a crucial role in their learning experience.
Teachers face significant challenges in both online and offline teaching In online education, obstacles such as communication barriers between teachers and students, as well as inadequate teaching environments, hinder effective learning Conversely, offline teaching presents its own difficulties, including insufficient teaching equipment and less-than-ideal classroom settings Addressing these issues is crucial for enhancing the overall educational experience.
• 关于学生调査问卷与深度访谈的内容：
The effectiveness of teaching materials and course content is determined by their ability to engage students' interest in learning, their relevance to real-life situations, and whether they present fresh or outdated concepts Additionally, the scientific arrangement of language points and students' preferences play a crucial role Students' perceptions of the topics and content in advanced Chinese speaking courses are also significant factors in assessing the overall quality of the curriculum.
（2）学生对教师教学方法的反馈：教师的教学方法是单一还是多样化，教
学方法是否适当并受到学生的欢迎。
（3）学生对教师课堂上反馈的感受（语言与非语言）
Students face challenges and express desires regarding advanced Chinese oral courses, highlighting the need for improved teaching methods, enhanced learning environments, updated learning equipment, and refreshed course materials and content.
第三节 调查问卷数据统计
一、调查对象的数据统计
表1：教师的基本信息
教龄 五年以下 1
表2：学生的基本信息
考上大学之前 学过汉语 17% 40/235
学汉语的原因 自己的兴趣 25.5% 60/235
父母要求 6% 14/235 未来能找到一份好工作 65.5% 154/235
自己评价目前的
二、教师教学方法的数据统计
表3：教学方法的数据统计
采用的教学方法 比率 备注
高级汉语口语教学现状的调查结果
与学生相关的困难
Data indicates that all teachers believe students have poor oral expression skills and lack confidence Key issues identified include insufficient vocabulary, frequent pronunciation and grammar errors, inadequate ability to form sentences and paragraphs, and a lack of learning motivation, each affecting 75% of students Additionally, 50% of teachers attribute these challenges to the influence of students' native language, while 25% believe it is related to limited knowledge of Chinese culture.
图3-6：教师遇到与学生相关的困难
实际调查发现，学生的语音、语法错误：
3 明确告诉每个学生的错误所在，并给出正确形式
2 明确指出学生错误，让学生进行修正
1 总结错误写在黑板上使全班学生观察，学生自己
发现错误，引导学生自己修改Q14.您最采用哪种纠正方式？
The analysis of tone pronunciation errors reveals that the fourth tone has the highest rate of mispronunciation among Vietnamese students This is primarily due to their tendency to only partially articulate the tone, producing a sound closer to the third tone Similarly, the first tone is often mispronounced because students tend to use a lower pitch, resulting in a sound that resembles the fourth tone Consequently, there is frequent confusion between the first and fourth tones, leading to instances where the first tone is pronounced as the fourth and vice versa Additionally, the complexity increases during connected speech, where one or both syllables in a sequence may be incorrectly pronounced as the first tone.
Có một số âm có hơi nhưng không có hơi như z-c; zh-sh; b-p; k-h; j-q-x Học sinh của Đại học Hải Phòng chủ yếu là người Bắc, và trong nhiều trường hợp, người Bắc thường xuyên phát âm âm có hơi thành âm không có hơi Âm mặt lưỡi được đọc không.
Âm "x-q-j" thường khó phát âm chính xác, chỉ những học sinh chú ý mới có thể sửa lỗi này Trong trường hợp âm "l-n", học sinh thường nhầm lẫn do ảnh hưởng của ngôn ngữ mẹ đẻ hoặc vùng miền Nhiều người thậm chí vẫn chưa cải thiện được hai âm này khi đến giai đoạn tốt nghiệp.
Students often struggle with constructing comparative sentences, passive voice, and "ba" sentences, leading to frequent confusion and mistakes This is particularly evident in sentences with multiple layers of modifiers, where the error rate among students is significantly high.
Many students struggle with forming sentences and paragraphs, often failing to use the correct words in context, which significantly impacts their native sentence structure They lack the confidence to express their opinions on various topics, remaining hesitant in communication and fearing mistakes Consequently, their ability to articulate their viewpoints clearly is compromised.
To gain deeper insights, the author interviewed several teachers and discovered that both objective and subjective factors significantly impact the quality of education at Hai Phong University It is widely recognized that the ideal class size for learning a foreign language ranges from 18 to 25 students; however, Hai Phong University typically has larger class sizes, averaging around 35 students.
With a class size of 50 students, teachers face challenges in providing individual practice time and correcting errors Additionally, many students exhibit a lack of motivation, which negatively impacts their interest in learning The influence of native language interference is significant, as students often rely on Vietnamese sentence structures when speaking Chinese They tend to think in Vietnamese and then translate their thoughts into Chinese, which adversely affects the quality of teaching.
线上下教学的困难
（一）线上教学的困难
The internet serves as a double-edged sword, offering both advantages and disadvantages While teachers and students benefit from the conveniences of online education, they also encounter various challenges that can impact the quality of teaching.
A recent survey revealed that 100% of teachers find it challenging to monitor student engagement during online classes, primarily due to most students keeping their cameras off Additionally, 75% of educators struggle with facilitating group discussions in a virtual setting Concerns about unstable internet connections affect 50% of teachers, as they face interruptions either before or during lessons This instability raises worries about meeting scheduled class times, potentially delaying course progress and requiring additional sessions to catch up, which ultimately disrupts the learning experience for students.
Fifty percent of teachers believe that online teaching negatively impacts interaction between teachers and students The inability to quickly connect during class interactions, coupled with limited class time and the need to protect students' eyesight, makes the already tight schedule even more constrained To ensure quality learning, student participation through questions is essential; however, network lag can increase waiting times and may prevent some students from engaging, thereby significantly reducing teaching efficiency The physical distance in online education hinders real-time monitoring of students' engagement, making interaction crucial for assessing comprehension Without sufficient interaction, the effectiveness of teaching is greatly diminished.
图3-7：教师在线上教学的困难
Online education has significantly reduced the reliance on blackboard content; however, it often requires specific software and tools for effective implementation While these tools enable writing, they can be challenging to use, leading to difficulties in handwriting quality and slower writing speeds, which can waste valuable time.
（二）线下教学的困难
Teaching advanced Chinese speaking courses in the classroom presents several challenges However, this article highlights two of the most prominent difficulties faced in this context.
Modern educational technology enhances students' foreign language skills through high-quality audio systems and interactive lectures Smart language solutions shift both learners' and educators' perspectives away from traditional methods, emphasizing practical learning to foster communication and reflective habits Teachers can create intelligent lesson plans that simplify teaching, testing, grading, and feedback processes Interactive lectures and devices enable students to engage in various ways with instructors and peers, stimulating interest and boosting critical thinking and creativity However, the Foreign Language Department at Haiphong University faces significant challenges, including an inadequate language classroom equipment system, with many classrooms lacking projectors and outdated speakers.
Both online and offline teaching face a common challenge: large class sizes with many students make it difficult for teachers to give everyone a chance to express their opinions While classes are often divided into smaller discussion groups, time constraints prevent each member from taking turns to speak With a high number of students and a vast amount of knowledge to cover, finding time for each student to practice speaking multiple times during class remains a significant dilemma for educators.
第五节 学生的反馈
The quality of teaching can be effectively analyzed through student feedback, allowing teachers to identify beneficial aspects and areas for improvement This feedback enables educators to develop advanced teaching methods that enhance overall educational quality and significantly boost student performance It is crucial for teachers to pay attention to university students' feedback to continuously improve teaching standards and achieve educational goals Additionally, by considering students' interests and characteristics, teachers can create modern teaching plans that greatly increase students' enthusiasm for learning This article focuses on several key areas: student feedback on teaching effectiveness, course materials, perceptions of advanced Chinese speaking courses, and students' hopes for these courses.
对教师教学的反馈
Student feedback on teaching is essential and should be prioritized, as it enables teachers to adjust their methods and achieve optimal educational outcomes When asked about their preferred teaching approach, the majority of students (48.5%) favored "discussion and presentation" methods, while others preferred "multimedia teaching techniques."
占 39/6%；30.2%说“根据话题教学”；24.7%学生说“准备‘情景’并‘剧本表
A survey revealed that 18.3% of students prefer teaching methods that expand their knowledge and deepen theoretical understanding, while 17.4% favor independent activities Additionally, 25.5% of students enjoy language games as a teaching approach This indicates a diverse range of student preferences in educational techniques.
“讨论、演讲（个人、小组）”的教学方法仍是受到诸多学生的欢迎。
图3-8：学生喜教师的教学方法
When asked about which stage of teaching they find most interesting, the majority of students expressed a preference for classroom instruction.
“小组讨论活动”的阶段，占 54.5%；喜欢“阅读与理解课文”占 43.4%；喜欢
“阅读与解释生词”占40.4%；“启动”占 19.4%；“其他”占 11.1%。
Q 1 6 您 最 喜 欢 哪 种 教 学 法 ? （ 可 多 选 ）
图3-9：学生对哪个教学阶段感兴趣
A survey on the suitability of teaching pace revealed that 41.3% of students feel the pace is appropriate for their abilities, while 41.7% find it slightly fast but manageable In contrast, 11.1% perceive the pace as too quick, and only 1.3% consider it too slow Additionally, 1.3% of students expressed indifference towards the teaching method.
图3-10：教师课堂上的进度适合学生的能力
A survey reveals that 53.6% of students believe their teachers are well-prepared for classes, while 28.1% feel that teachers are very well-prepared Additionally, 11.9% consider the preparation to be adequate, 4.7% think it is insufficient, and 1.7% are indifferent This data indicates a strong recognition among students of their teachers' thorough course preparation.
其他 小组讨论活动
阅读与解释课文
阅读与解释生词
Q17 您对哪个阶段感兴趣？（可多选）
慢 挺合适 有点儿快，但可以接受
Q18 教师上课的进度适合您的能力吗？
图3-11：教师准备课程
When asked whether teachers pay attention to all students in the classroom, 56.6% of students (133 individuals) felt that "teachers care deeply about students and understand each student's learning situation." Meanwhile, 35.7% (84 individuals) believed that the attention given by teachers was "adequate." In contrast, 5.1% (12 individuals) felt that "teachers focus solely on lecturing and neglect students' feelings," while 2.6% (6 individuals) were unsure.
图3-12：学生对教师教学方式的感受
The "student-centered" approach is the primary method for teaching spoken Chinese Most students believe that in advanced Chinese speaking classes, student participation is dominant, while the teacher's role is to guide, inspire, and correct errors.
占 57.4%（135 个人）；26.4%（62 个人）说“老师与学生的发言频率差不多”；
9.3%（22 个人）说“大多时间由教师讲课，学生发言的机会较少”；3%（7 个
人）说“不太明显‘以学生为中心’”教学方法。“无所谓”的意见占 3.8%（9 个人）。请见图3-13：
准备不太充分
准备很充分
准备非常充分
Q19 您认为教师充分准备课程？
Q.20 你觉得老师教学方式是否照顾到所有的学生？
图3-13：教师做到“以学生为中心”
The article evaluates whether the teaching content aligns with course objectives, emphasizing the importance of accuracy, clarity, logic, and focus It highlights the need for content to be updated and relevant to learners' actual experiences and professions Additionally, it stresses the significance of connecting and building upon knowledge from related courses within the training program, as illustrated in Table 4.
Q25.您认为您教师的教学内容：
表4：学生反馈教师的教学内容
教学内容 完全同意
完全 不同意
知道 符合课程的目标 56人
（0.9%） 确保准确性、清晰性、
逻辑性、重点性
（1.3%） 扩展与更新 43人
（0.4%） 贴近学习者的实际
（0.9%） 连接和继承培训计划中
相关课程的知识
1.学生的发言占优势，老师只指导，启发学生及纠正
In many classroom settings, the frequency of speaking is relatively balanced between teachers and students However, it is often the case that teachers dominate the discussion, leaving students with limited opportunities to express their thoughts and engage actively in the learning process.
4.不太明显“以学生为中心”
Q21 课堂上，教师做到以学生为中心吗？
从表 4 可以看出，大多数学生同意和完全同意教师的教学内容。“符合
In the "Course Objectives" project, 96.5% of the 227 students expressed agreement or strong agreement, while 94.8% of 223 students affirmed the importance of ensuring accuracy, clarity, logic, and focus in the course content.
In the "Expansion and Update" project, 95.3% of 224 students expressed full agreement or agreement; in the "Proximity to Learners' Actual and Professional Needs" project, 96.4% of 227 students indicated the same; and in the "Connecting and Inheriting Relevant Knowledge from the Training Program" project, 96.1% of 226 students agreed These data indicate that the teaching content aligns with the training program, demonstrating accuracy, clarity, and logical coherence, which has been positively recognized by learners.
Teaching methods play a crucial role in educational activities, significantly impacting the quality of instruction When asked about various aspects related to their teachers' teaching approaches, the majority of students expressed agreement and strong agreement with the effectiveness of these methods.
Q26.您认为您教师的教学方法：
表5：学生反馈教师的教学方法
教学方法 完全同意
语言清晰易懂 54 人
（0.4%） 活泼，激发学生的
（0%） 鼓励学生的独立思考
（0.9%） 协调业务活动，
熟练的教学方法
（1.7%） 有效使用教与学
（0.4%） 根据课程的目标和内
容合理分配时间
从表 5 看出，大多数学生都同意和完全同意教师教学过程中“语言清晰易懂”
占 97.5%；学生同意和和完全同意教师课堂上“活泼，激发学生的积极性”占 95%；
A significant majority of students express strong agreement with various aspects of teaching methods, with 96% affirming that teachers effectively encourage independent thinking and creativity Additionally, 94% of students agree that teachers proficiently coordinate business activities and employ skilled teaching methods Furthermore, 96.5% of students acknowledge the effective use of teaching and learning aids in the classroom Notably, 97% of students agree that teachers allocate time appropriately based on the course objectives and content This feedback highlights the overwhelmingly positive perception students have regarding the teaching methods employed by their educators.
对高级汉语口语教材的反馈
According to statistical data, 62.6% (147 people) find the current advanced Chinese oral course "acceptable," as each topic and content area offers valuable learning opportunities Meanwhile, 27.1% (64 people) consider it appealing, while 3% (7 people) feel it is "barely acceptable" due to outdated topics and content Additionally, 4.7% (11 people) find it too boring, citing that the subjects do not meet contemporary societal needs, and 2.6% (6 people) express indifference towards the course.
图3-14：学生对教材的感受
“换新的高级汉语口语教程”占 33,6%（79 个人）；“换用听和说教程”
占 25,1%（59 个人）；22,1%（52 个人）说“不知道”，没有什么建议；19,1%
（45 个人）说对这个问题“无所谓”。可见，学生想换新的教材占比率最高，
4 太无聊（话题的内容过时，不符合现在社会
3 勉强接受（话题不新鲜，内容落后）
2 还可以（因为每个话题和内容都有我需要学
1 很有吸引力(因为内容很新鲜)
Q14 您觉得高级汉语口语的教程的话题和内容如何？
Managers and educators should thoughtfully address this issue by promptly selecting new教材 that better meet the needs of students.
图3-15：学生对课程有何建议
对高级汉语口语课的感想
（一）关于喜爱的感受
数据统计：15 3%（36 个人） 学生表示非常喜欢高级汉语口语课；20,8%
A survey revealed that 54% of students (127 individuals) expressed a liking for the advanced Chinese speaking course, while only 2.1% (5 individuals) indicated they did not like it Additionally, 7.7% (18 individuals) were indifferent towards the course Despite its challenging nature, the majority of students enjoyed the class, suggesting that the teaching methods employed by instructors are effective and engaging, fostering a strong interest among students.
图3-16：学生对高级汉语口语课有何喜爱
Q28.您对高级汉语口语教程有如何已建议？
1 换新的高级汉语口语教程：33.6% 2 换用听和说教程：25.2%
3 不知道： 22.1% 4 无所谓：19.1%
非 常 喜 欢 很 喜 欢 不 喜 欢 喜 欢 无 所 谓
Q 7 您 喜 欢 上 高 级 汉 语 口 语 课 吗 ？
（二）关于难度的感受
数据显示 46.8% （ 110 个学生）学生认为高级汉语口语课很难；24,7%
A survey of 58 students revealed varied opinions on the difficulty of advanced Chinese speaking courses: 18.3% (43 students) found the course to be average, 7.2% (17 students) considered it quite difficult, while 2.1% (5 students) believed it was not difficult at all, and only 0.9% (2 students) found it easy to learn For more details, refer to Figure 3-17.
图3-17：学生对高级汉语课的难度
（三）影响学生高级汉语口语水平的主要原因
A majority of students, 53.2%, believe that their speaking skills are hindered by insufficient language expression abilities and a lack of confidence Additionally, 51.5% attribute their challenges to an inadequate vocabulary Furthermore, 44.3% of students identify learning methods as a significant factor affecting their oral proficiency Issues with pronunciation and grammar also contribute to their speaking difficulties.
30,6%；认为是学习精神不佳的原因占 19.1%。教学方法的因素占 16.6%；母语
负迁移占6.4%；其他的原因占 3.4%。请见图 3-18：
5 不难 4.一般 3.不太难
Q8.你觉得高级汉语口语课：
图3-18：学生认为影响他们高级汉语口语水平的主要原因
The data indicates that students should focus on enhancing their language expression skills, increasing their vocabulary, and reevaluating their learning methods for better academic performance.
（四）关于学习困难的感受
Understanding difficulties helps students realize that challenges often stem from ineffective learning methods rather than their own abilities Whether they struggle with pronunciation, grammar, or vocabulary, identifying the root causes of their issues enables students to better comprehend how to address them As a result, they will recognize why advanced Chinese speaking courses may be challenging and discover strategies to overcome these obstacles.
According to statistics, 60% of students feel that their Chinese speaking skills are inaccurate, leading to shyness and inner tension, while 50.6% believe there is a lack of practical language environment, making it difficult to use Chinese outside of class To gain deeper insights, the author interviewed several students, revealing that the limited opportunities for practice contribute to a loss of confidence when speaking in front of classmates Additionally, students often fear making grammatical mistakes or being laughed at due to their limited vocabulary, which results in many remaining silent despite understanding their teachers and peers This phenomenon is not only observed among students at Hai Phong University but is also prevalent among Chinese language learners nationwide.
Students feel that 25.1% struggle with the difficult vocabulary in the texts, while 4.3% cite a lack of teacher guidance as a challenge Additionally, 5.1% of responses fall under "other," with specific concerns highlighting a lack of motivation and unclear goals.
7 母语负迁移
6 口语表达语言能力不足，缺乏自信
5 学习精神不佳
4 语音、语法不佳
3 词汇量不够
1 学习方法Q9.你认为影响你的高级汉语口语水平的主要原因是：（可多选）
Indeed, lacking goals significantly hinders language learning Motivation plays a crucial role in various aspects of this process; without it, students struggle to find direction and make progress.
图3-19：学生在高级汉语口语课学习中的困难
（五）课程结束后的感受
After completing each subject, students reflect on their experiences, noting whether they have made significant progress, some progress, regressed, or experienced severe setbacks Their feedback on teaching methods and content is crucial for educators to reassess and adjust their instructional strategies To address this, the author designed the Q20 project to gather students' evaluations of their Chinese speaking proficiency after advanced classes Statistical data revealed that students rated their improvement in various areas, with many reporting "significant progress" and "some progress" in aspects like knowledge mastery, confidence, communication skills, relationships with peers, and collaborative, computational, online research, and summarization skills This indicates that the teaching methods employed by educators have had a positive impact.
Q20.高级汉语口语课结束后，你的汉语水平有什么改变？
表6：高级汉语课结束后，学生评价自己的汉语水平
项目 明显进步 有点进步 没大变化 退步 严重退步 知识面掌握 44人
4 课堂时，得不到老师的指导 3.没有实习的语言环境，下课以后就用不了汉语
2.汉语说得不太准确，害羞不敢说，内心紧张
1.课文的词汇很难理解
Q10 目前你在高级汉语口语课学习中有何困难？（可多选）
自信度高 39人
（1.3%） 交际能力 39人
（0.9%） 与其他组员
网络查询技
学生对高级汉语口语课的希望
Understanding students' desires and needs for a particular subject is crucial for fostering their learning interest Meeting these needs effectively ignites students' motivation to learn As interest is the best teacher, educators must implement a range of supportive incentives to fully cultivate students' enthusiasm for learning This approach not only stimulates their interest but also enhances teaching efficiency.
（一）教师的教学方法
When asked if students prefer teachers to frequently use various teaching methods, 38.3% (90 students) expressed a strong desire for diverse instructional approaches They believe that this variety can enhance student interest in learning, while 33.6% also support the idea.
（79 人）的学生喜欢教师经常换用多种教学法，让课堂气氛更加活跃；16,6%
A survey revealed that 38 students expressed a strong preference for teachers who frequently employ diverse teaching methods, while the remaining students indicated a neutral stance, showing indifference towards the teaching approach.
图3-20：学生希望老师经常换用多种教学方法
A significant 88.5% of students express a desire for teachers to frequently employ diverse teaching methods Educators should adapt their instructional strategies based on the unique characteristics of each lesson to enhance student engagement and create a more dynamic classroom environment.
（二）在课堂上
According to statistics, 46% of students (108 individuals) believe that teachers should use more encouraging language to enhance students' interest in learning, while 41.3% (97 individuals) express a desire for more language games to stimulate their learning enthusiasm.
8,1%（19 人）表示“无所谓”；4,6%（11 人）有其他的希望如：多给学生纠正、
Caring for students with humor and reducing their learning pressure can be effectively achieved through multimedia teaching methods Incorporating videos into lessons captures students' attention and enhances their engagement in the learning process.
图3-21：学生希望教师在课堂上
A majority of students, 56.2% (132 individuals), prefer that teachers allow them to choose their own partners for group work In contrast, 17% (40 students) favor being grouped based on their seating arrangements in class, while 10.1% (24 students) would like to be assigned partners according to a predetermined list.
Q22 你喜欢老师经常换用多种教学方法吗？
2 多做语言游戏激发学生的学习兴趣
1 多用鼓励话来鼓励学生的学习兴趣
Q27 你希望你的汉语老师在课堂上：
的秩序来分组”；“优秀生和优秀生、薄弱生和薄弱生”占 4.3%（10 人）；
“组内的组员学习水平从高到低都有”占10,2%（24人）；其他希望占 2,1%（5 人）。请见图3-22：
图3-22：学生希望教师课堂上分小组讨论
（三）教师用语言教课
According to statistics, 51.5% of students (121 individuals) prefer teachers to use more Chinese and less Vietnamese during lessons, with new vocabulary explained in Vietnamese Additionally, 26% of students (61 individuals) believe that conducting classes entirely in Chinese creates an optimal language learning environment Meanwhile, 15.7% of students advocate for a balanced approach, using both Chinese and Vietnamese equally.
（37 人）；“少用汉语，多用越南语，因为学生的汉语水平不佳”占 4,7%
（11 人）；学生希望教师课堂上“全部使用汉语讲课”占比率最低 0.8%；有 1,3%
（3人）学生表示“无所谓”。请见图3-23：
5 组内的组员学习水平从高到低都有
4 优秀生和优秀生；薄弱生和薄弱生
3 根据课堂上的座位来分小组
2 根据名单上的秩序来分小组
1 学生自己选择合作伙伴
Q29 你希望老师在课堂分小组讨论：
图3-23：学生希望教师用什么语言上高级汉语口语课
To implement effective teaching methods, educators must thoroughly understand the realities of instruction, recognize students' challenges and needs, and particularly assess learner feedback after course completion This understanding enables teachers to reflect on their teaching strategies, think critically, and explore innovative approaches that best suit their subject matter.
This chapter presents a survey that summarizes the teaching methods employed by educators and the challenges they face during the instructional process It particularly emphasizes students' feedback on teaching methods and content, as well as their self-assessment of Chinese language proficiency after completing the course The findings of this research are beneficial for teachers, providing effective strategies to enhance their teaching capabilities, which is crucial for the development of Chinese language programs and the construction of advanced Chinese speaking courses.
5 全部用越南语
4 一半使用汉语，一半使用越南语
3 少用汉语，多用越南语
2 多用汉语，少用越南语
1 全部用汉语讲课
Q30 您希望教师用什么语言来上高级汉语口语课？
针对高级汉语口语教学现状提出教学的策略
应用口语教学原则
The principles of spoken language teaching are fundamental guidelines that must be followed in the educational process These principles are not merely subjective but are derived from teaching objectives, the laws of the teaching process, and practical teaching experience Effective spoken communication instruction should adhere to general teaching principles such as the integration of scientific and ideological aspects, the combination of theory and practice, gradual progression, and tailored instruction Teachers should emphasize key aspects of spoken communication, including situational context, interaction, real-life application, and personalization Particularly important is the principle of student-centered learning, which encourages group discussions—a preference shared by many students.
To implement a "student-centered, outcome-oriented" approach, teachers should adhere to several key principles: prioritize student engagement, tailor instruction to meet diverse learning needs, establish clear learning objectives, and continuously assess student progress to enhance educational outcomes.
In today's educational landscape, learning objectives prioritize skill development while accommodating student differences With the rise of the internet, knowledge is easily accessible, making problem-solving, collaboration, and innovation more critical than knowledge itself Students must learn to identify, research, and resolve issues, collaborate effectively, seek assistance, and access resources, ultimately becoming practitioners with critical and innovative mindsets.
In student-centered teaching, the focus shifts from merely acquiring knowledge to developing essential skills, such as problem-solving, collaboration, and innovation Educators must remember that in implementing student-centered, outcome-oriented practices, the primary goal is not the accumulation of knowledge, but rather the cultivation of abilities, emphasizing that skills are more important than facts.
Learning activities should empower students with autonomy and offer diverse experiences to foster deep learning A "student-centered, outcome-oriented" classroom allows students to take responsibility for their learning rather than solely relying on teachers Educators must encourage students to reflect and communicate, helping them develop effective learning strategies and skills that support independent learning By employing varied teaching methods and engaging students in different types of activities, educators can enhance student interest and motivation while accommodating individual learning preferences and initial abilities.
Creating an encouraging and supportive learning environment for students is essential By shifting the focus from the teacher's podium to the students' activity areas, and through thoughtful design of physical spaces like seating arrangements, bulletin boards, and decorative elements, classrooms can foster a more democratic, open, and proactive atmosphere This physical learning space can inspire and support students' active exploration, dialogue, and collaboration, allowing them to genuinely feel like the main agents of their learning while boosting their confidence and motivation.
Teachers play crucial roles as guides, facilitators, organizers, and managers in the learning process In the classroom, they transition from mere knowledge transmitters to trusted partners who support students in thinking, discussing, exploring, collaborating, and presenting By being attentive observers, active listeners, and equal dialogue partners, teachers can identify students' challenges and provide necessary resources, tools, and methods to enhance their learning Additionally, effective classroom management is essential; teachers should seamlessly conduct lessons, organize activities, encourage student participation, and monitor progress to ensure that every student is engaged and meets learning objectives.
Teachers should prioritize students' oral communication skills, as effective speaking is essential for exchanging thoughts, opinions, and experiences This interaction requires a communicative partner and fosters a relationship that encourages engagement between both parties In training, both teachers and students must be aware of their dual roles and the importance of role transformation In various contexts and classroom settings, teachers should strive to facilitate interactions among teachers and students, as well as peer-to-peer exchanges, to enhance group dynamics.
In educational settings, interactions between teachers and students, as well as among peers, should mirror everyday relationships to foster effective communication Through engaging in these interactive exchanges, individuals can develop essential listening skills, enhance their ability to communicate, and cultivate positive oral communication habits.
注重学生的错点
For teachers, it is essential to correct students' errors in pronunciation, grammar, or word usage at any stage of instruction Neglecting this responsibility may lead to students perpetuating mistakes, inadvertently reinforcing incorrect language use Teachers can employ both direct and indirect methods of error correction, adapting their approach to suit the needs of individual students, groups, or the entire class Throughout the correction process, it is crucial for teachers to maintain a positive and constructive attitude towards students making mistakes, fostering an encouraging environment that promotes the use of correct language.
Teachers can utilize group error correction or whole-class correction as a way to prevent students from feeling embarrassed By moving around a small group with pen and paper, teachers can listen to students' mistakes and take notes After the group presentation, the teacher writes the errors on the blackboard for analysis and correction This approach allows those who made mistakes to remember the corrections while others can review the material Such methods of correcting errors create a relaxed and enjoyable classroom atmosphere, encouraging students to confidently express their opinions without the fear of "losing face."
（一）语音、语法方面
Phonetics is a branch of linguistics that focuses on sounds formed by pitch and patterns, while grammatical structure serves as the backbone of sentences, playing a crucial role in their formation To help students minimize errors, teachers must implement effective strategies in their instruction.
Students often rely on their native language thinking, and without a communicative environment for learning Chinese, they struggle to develop a sense of the language This leads to common language errors when expressing personal opinions, which can stem from either positive or negative transfer Teachers generally believe that learners have mastered essential grammar points after reaching advanced levels of Chinese study However, many students still do not meet the curriculum standards and exhibit varying levels of proficiency upon completion of their studies.
Trong quá trình giảng dạy, tác giả nhận thấy rằng học sinh thường nhầm lẫn giữa các âm zh, ch, sh và z, c, s Đôi khi, học sinh cũng phát âm "p" thành "b" Trong những trường hợp này, giáo viên nên sử dụng các so sánh khác nhau để giảng dạy một cách dễ hiểu hơn.
Mô hình âm thanh gây nhầm lẫn giữa zh, ch, sh và z, c, s Giáo viên viết lên bảng tất cả các âm đơn âm liên quan đến hai nhóm này Giáo viên khuyến khích học sinh đọc các âm thanh bằng bất kỳ phương pháp nào, linh hoạt so sánh sự khác biệt và tương đồng với phát âm tiếng Việt để giúp học sinh ghi nhớ tốt hơn và sửa chữa những lỗi sai.
此外，仍有小部分学生“被”、“把”、“比”字句或“趋向补语”、
Teachers should dedicate time to clearly present and explain grammatical structures such as "程度不语" and "可能补语" on the blackboard By providing numerous examples, educators can help students reinforce their understanding of these grammar points while introducing new concepts This approach aligns with the principle of revisiting old knowledge to facilitate learning new information Additionally, teachers might consider using Vietnamese to explain complex Chinese-Vietnamese grammatical differences, making it easier for lower-level students to grasp the necessary grammar skills.
（二）词汇方面
Currently, the faculty teaching advanced Chinese speaking courses at Hai Phong University primarily consists of local Vietnamese teachers who often use a mix of Chinese and Vietnamese during lessons While this approach ensures that students comprehend every piece of information, it diminishes their listening and understanding skills, creating a less immersive Chinese-speaking environment and weakening the learning outcomes Conversely, conducting lessons entirely in Chinese may increase the teachers' workload but significantly enhances learning effectiveness by fostering a linguistic environment that helps students naturally acclimate to the language, thereby improving their speaking abilities To achieve the goal of teaching in a non-native language, teachers must continuously update their knowledge and vocabulary When introducing new vocabulary, teachers should consider three key factors: semantics, context, and lexical chunks Understanding the context—encompassing the specific communication setting, language context, and socio-cultural background—is crucial for effective language use Moreover, employing a chunking strategy during vocabulary instruction aids learners in grasping the meanings and structural characteristics of Chinese words, thereby enhancing their language intuition Therefore, it is advisable to integrate semantic transparency, contextual understanding, and chunk teaching strategies in vocabulary instruction to improve teaching outcomes effectively.
（三）表达能力方面
Oral expression training plays a crucial role in education, significantly enhancing students' listening, speaking, reading, and writing skills This training should follow a structured approach, progressing from simple to complex and from easy to difficult tasks It is essential to employ effective methods that engage students and foster their interest With consistent effort from teachers in strengthening students' training, their oral expression abilities can improve rapidly, which in turn will benefit their reading and writing skills Prioritizing the development of middle school students' oral expression skills is a vital strategy for effective Chinese language teaching.
To enhance students' oral expression skills in the classroom, it is crucial to create ample speaking opportunities Teachers should focus on enabling students to have something to say, know how to say it, and express it truthfully One effective method is through "mimicking example sentences," a practice often found in advanced Chinese oral language textbooks but not always emphasized by all educators For instance, in a lesson on youth crime, students can practice speaking by imitating specific sentence structures, such as “especially,” “in fact,” and “it’s not that… but rather….” This approach encourages creativity and engagement, leading to a lively classroom atmosphere where students can express their unique perspectives.
Teachers should focus on developing students' observation and imagination skills through visual storytelling For instance, in the advanced Chinese oral language textbook, Lesson 5, "How to Reduce Stress," instructors can encourage students to create drawings based on questions from the text This approach allows students to respond to text-related inquiries using their own illustrations, enhancing their comprehension and engagement.
What methods can be used to reduce stress? How can one maintain a positive mood? Students can express their imagination and communication skills through visual prompts.
图片4-1：第 20届中3班的自画图片
三是，续编故事。如在学习第六课“你和你的朋友会实行 AA 制吗？”里的
Thiết kế cách thức thực hiện chế độ AA giữa nam và nữ, cũng như giữa bạn bè, là một chủ đề quan trọng Giáo viên khuyến khích học sinh quan sát và suy nghĩ từ nhiều khía cạnh khác nhau, tìm kiếm các phương pháp và cách giải quyết vấn đề đa dạng, nhằm phát triển tư duy khác biệt trong học sinh.
One effective practice is to have students share their personal experiences related to a specific topic This approach captivates their interest, as they draw from their own lived experiences and have accumulated relevant vocabulary By incorporating their emotions and actions, students can tell their stories vividly and engagingly, enhancing their enjoyment of the activity This method aligns with the new curriculum standards, which emphasize the importance of deriving knowledge from students' lives and contexts.
Creating immersive scenarios and diverse language environments is essential for allowing students to frequently practice the language they are learning To engage students in speaking exercises enthusiastically, teachers should implement creative strategies that captivate their interest During the teaching process, educators can organize group activities where students take on various roles, as exemplified in Lesson Six.
《你和你的朋友会实行 AA 制吗？》学生可以扮演不同的角色：“老师和同学”、
设计多练习方式
（一） 小组合作练习方式
From the perspective of social interdependence theory, the core principle of cooperative learning is that when individuals unite to work towards a common goal, they rely on the strength of mutual support This interdependence motivates individuals to encourage one another, willingly engage in actions that promote group success, and interact effectively, as people inherently appreciate assistance in achieving their objectives Ultimately, cooperation is the most effective means to foster collective achievement.
Enhancing interaction among group members is essential By establishing heterogeneous learning groups as a foundational format, the system effectively utilizes dynamic teaching methods.
The interaction among students fosters their learning, as they work collaboratively towards achieving educational goals, with group performance serving as the standard for evaluation.
的教学活动。” 19
In a classroom, students from various provinces often come together, creating a diverse mix of Northern, Southern, and Central cultural backgrounds This blend enriches the learning environment and fosters cross-regional understanding.
The differences in communication styles and individual personalities can lead to various outcomes when employing questioning and open dialogue methods.
Students who are shy and introverted often miss out on many opportunities to speak up, as public speaking can cause them significant anxiety.
羞或紧张。把学生分为 4-5 人或 5-6 人的小组，有效的弥补了这一点，而且也
The program successfully fulfilled the desire of most students to communicate with their peers In a small language environment, students were able to engage and interact effectively.
Engaging in natural communication fosters mutual inspiration and allows individuals to express their viewpoints while actively listening to others This discussion deepens language knowledge and strengthens relationships among classmates, promoting a supportive learning environment.
营造舒适和谐的学习氛围。
From now on, students will be motivated to engage in personal speeches, express their viewpoints, and foster greater confidence within their groups.
据课内或课外的内容，设定情境、人物及故事，由小组自编，自导，自演。由
Students exhibit a strong desire to perform and participate, demonstrating a highly positive willingness that stimulates their language development.
Clear expression significantly enhances individuals' motivation to actively improve their language skills Here are some key strategies to achieve this.
第二十届中三班小组讨论问题的图片：
图片4-2：第 20届中3班的讨论小组
（二）运用“多媒体”练习方式
The integration of hypertext capabilities and interactivity in multimedia teaching enhances the implementation of discovery-based learning, facilitating a more engaging and effective educational experience.
The Comparative Education Research Office of the Central Institute for Educational Sciences has published the second volume of the "Concise Encyclopedia of International Education," released by the Educational Science Publishing House This comprehensive resource serves as an essential reference for educators and researchers, providing valuable insights into global educational practices and theories.
19 王坦：《合作教学导论》，山东教育出版社，2007（101）
To enhance learner motivation for autonomous study, it is essential to establish a student-centered teaching model The use of multimedia in education not only stimulates learners' auditory senses but also engages their visual emotions, leading to a multi-channel input that offers numerous advantages for effective learning.
The integration of audio-visual input significantly enhances the richness of language material, creating a vivid and realistic learning environment This immersive experience allows learners to accurately understand vocabulary and language concepts, laying a solid foundation for appropriate usage.
重视课堂上反馈的方法
Teacher feedback plays a crucial role in the interaction between educators and students While appropriate feedback can enhance communication, motivate students, and build their confidence in learning, inappropriate feedback can lead to frustration, decreased participation, and fear of making mistakes This underscores the importance of teachers mastering the art of feedback, transforming it into a tool for student progress rather than a burden that dampens enthusiasm An effective teacher not only imparts knowledge but also recognizes and encourages students' strengths, fostering their confidence and willingness to engage.
Effective feedback in the classroom, combining both verbal and non-verbal elements, is an essential skill that teachers must prioritize to enhance student engagement and improve teaching quality The interaction between teachers and students creates a dynamic feedback loop, where student responses often go unnoticed As Stenstrom noted, feedback can convey empathy and support or express dissatisfaction and indifference This highlights that feedback serves as a mirror for teachers, allowing them to gauge whether students understand, accept, agree with, or challenge the material presented Teachers should be prepared to adjust their teaching methods based on student reactions, recognizing that learning is an active process in which students influence the teacher's approach.
Non-verbal feedback is a crucial way to convey information without words, utilizing body parts such as eyes, facial expressions, gestures, posture, and distance It plays a significant role in building trust, interest, and attention between teachers and students When teachers maintain a friendly and open demeanor, it fosters a more comfortable classroom environment for students Additionally, gestures and posture during lectures are culturally significant, as a confident stance communicates professionalism and reliability Teachers should adapt their movements and tone dynamically to engage students effectively in the classroom.
Language feedback, when combined with non-verbal cues, requires greater attention from teachers Providing standard, affirmative, scientific, and humorous feedback can significantly enhance learners' interest in their studies The strength of the feedback delivery also plays a crucial role in engaging students effectively.
The integration of verbal and non-verbal elements must be smooth and rhythmic When a teacher tells a student, "Your viewpoint aligns well with current realities," but displays doubt through their gaze or a slight shake of the head, the student perceives a conflict between these feedback elements This inconsistency can leave a negative impression on the student Therefore, language and non-verbal feedback should always work in tandem to create positive communication outcomes.
听取反馈
To deliver high-quality lectures, educators must gather feedback from various perspectives First, by seeking input from colleagues, teachers can gain valuable lessons, insights, and innovative ideas This objective analysis from peers helps identify effective strategies and reasons, ultimately enhancing the preparation for future lectures.
To enhance teaching quality, it is essential to gather student feedback on instructional activities, safeguarding learners' rights Establishing a democratic mechanism allows students to express their desires and requirements regarding the curriculum, ensuring that the content delivered aligns with their knowledge needs This feedback helps teachers identify their strengths and weaknesses in teaching, enabling them to develop appropriate lesson plans.
Teachers can enhance their professional development by recording video lessons, as video feedback is an effective method for self-assessment of teaching strategies, classroom management, and various aspects of instruction Personally, I have utilized this approach, finding that video lessons not only facilitate personal learning but also help society grasp the complexities and significance of teaching This method serves as a means to experiment and illustrate concepts that cannot be conveyed in lectures, standardized formats, or sometimes even in textbooks.
提升自己
In addition to the aforementioned methods, self-improvement in foreign language teaching is essential for educators Teachers must continuously update their knowledge, techniques, and skills to meet the evolving needs of students With the shift to online learning during the COVID-19 pandemic, it is crucial for instructors to effectively integrate information technology into their teaching To keep students engaged and prevent boredom from prolonged screen time, educators need to create impressive and interactive lessons that capture their interest.
Enhance your skills in using information technology software to deliver fluent and engaging presentations Design rich and effective lectures by incorporating diverse resources from the extensive online network.
Teachers should engage in self-development to ensure 100% proficiency in standard pronunciation, grammar, skills, and cultural knowledge, enabling them to promptly correct students when necessary Learning new teaching methods from friends, colleagues, and teachers from other schools around the world can enhance and innovate teaching strategies tailored to students' needs, facilitating easier understanding of the curriculum and helping students acquire substantial knowledge.
In summary, it is crucial for teachers to integrate various teaching methods to create an engaging classroom atmosphere that sparks students' interest in learning According to Keneth Chastain, "The classroom environment plays a vital role in students' academic and social development Their acceptance by teachers and peers determines their willingness and enthusiasm to participate in class activities." Consequently, this leads to an improvement in teaching quality.
本身的教学技巧
Educational games, specifically designed for teaching, play a crucial role in oral language instruction by stimulating student engagement and enhancing teaching efficiency These games are crafted by teachers and educators based on pedagogical theories, particularly those relevant to specific subject areas Unlike traditional teaching methods, educational games reflect the educators' theories, ideas, and objectives, serving not only as entertainment but also as effective learning tools In the process of teaching advanced Chinese, the author has selected various educational games tailored to each lesson's goals and requirements, resulting in a more dynamic classroom atmosphere The author categorizes these educational games into two forms: learning-oriented and entertainment-oriented.
（一） 学习形式
In the advanced speaking stage, teachers can employ the question-and-answer teaching method, also known as the conversational approach This method allows educators to guide students in utilizing their existing knowledge to answer posed questions, thereby acquiring new insights or reviewing previously learned material As one of the oldest teaching methods, the conversational approach has evolved over thousands of years, resulting in diverse applications in educational practice It effectively enhances the interaction between teaching and learning, fosters students' critical thinking skills, and embodies the principles of comprehensive and differentiated instruction, ultimately achieving the goal of tailored education.
20 haStain.Kenneth.Developing Second - language Skills：Theory and Practice Houghton Mifflin
（二）娱乐形式
在娱乐形式上，可以应用比赛形式法和乐趣和学习的形式法：
The competition format can be organized into small groups or two larger teams, with the winning group determined by the amount of work completed and the speed of execution Teachers design these games based on educational objectives and content, ensuring they incorporate elements of competition and rivalry to engage students and stimulate their motivation.
In a classroom setting, dividing students into three or four competitive groups can significantly enhance their focus and interest in learning outcomes This competitive spirit harnesses their indirect motivation, ultimately leading to a better grasp of Chinese language skills The heightened enthusiasm fosters a sense of collective pride and a strong competitive awareness among students As a result, the classroom atmosphere becomes more dynamic, effectively boosting student engagement and overall learning efficiency.
In spoken language teaching, the primary goal is to ignite students' interest, fostering a joyful and comfortable learning atmosphere Incorporating fun is essential, as it aligns with students' natural curiosity and desire for enjoyment For instance, role-playing games allow students to practice by assigning them roles after each text, enabling them to reenact the material learned Teachers can invite several students to perform, while the rest of the class can offer suggestions and even score the performances, rewarding the best ones This game-based approach creates an optimal environment for language learning.
Cả hai hình thức trò chơi này đều có thể được áp dụng trong các bài học trong sách giáo khoa Đặc biệt, trong bài học thứ năm, học sinh có thể đóng vai "thợ làm đẹp và khách hàng" để thể hiện quan điểm của họ về việc giảm cân và sức khỏe Trong bài học thứ sáu với văn bản "Chia sẻ chi phí", học sinh có thể thực hiện vai trò "bạn bè", "bạn trai và bạn gái", "đồng nghiệp" và nhiều hơn nữa.
In addition to the aforementioned teaching methods, it is recommended that Chinese language managers leverage the advantages of foreign teachers by assigning Chinese instructors to teach advanced Mandarin speaking courses This approach creates a conducive learning environment, allowing students ample opportunities to engage in conversations with native Chinese speakers, thereby enhancing their listening and speaking skills.
第二节 对于学生
According to Zhang Rui, oral expression is a verbal activity where specific individuals communicate thoughts, convey emotions, and transmit information using particular language in specific contexts for designated purposes.
Oral expression can be categorized into primary verbal communication and text-supported verbal communication The proficiency in oral expression—whether poor, average, good, or excellent—depends on various factors, including vocabulary size, learning motivation, effective study methods, grammatical and phonetic accuracy, and adequate knowledge reserves Based on these considerations, students should tailor their approach to improve their oral communication skills.
重视语音、语法
During my studies in China, a professor emphasized the importance of focusing on phonetics, grammar, and vocabulary when learning Chinese He pointed out that phonetic differences are particularly pronounced among various dialects, often leading to significant communication challenges To overcome these difficulties, students should concentrate on mastering the standard Beijing pronunciation, as accurate pronunciation and intonation are crucial for effective communication Additionally, students are encouraged to listen to Chinese news broadcasts and read relevant materials to enhance their understanding and avoid misunderstandings Practicing sentence structures and grammar is essential for developing the ability to express thoughts coherently As Liu Shao stated in "Wenxin Diaolong," effective communication involves constructing sentences into paragraphs and paragraphs into cohesive texts Therefore, students must advance from simple to complex expressions and engage in comprehensive training rather than limiting themselves to isolated sentences Techniques such as summarization, storytelling, and commentary can help improve oral expression and the overall quality of language learning.
21 张锐，万里．教师口语[M]．北京．北京师范大学出版社，1994．
增强自己中文的词汇量
Vocabulary is a crucial component of language systems and plays a significant role in language learning For language learners, vocabulary is arguably the most important aspect, as it directly impacts reading comprehension, writing skills, and speaking abilities As learners expand their vocabulary, their confidence and proficiency in using the language also improve Limiting students to a very restricted vocabulary hinders their vocabulary growth and creates challenges in expressing themselves in the target language Therefore, it is essential to encourage students to break free from the constraints of graded vocabulary lists and strive to acquire a larger vocabulary, enhancing their Chinese language skills, which will boost their confidence in facing any examination.
To expand vocabulary effectively, learners should consider three key aspects: the content to be remembered, the methods of memorization, and the practice of recall Language built on vocabulary is systematic, dynamic, and interconnected, thus it is essential to pay attention to grammatical usage, the nuances of meaning, and the context in which words are used during the memorization process By reflecting on these elements, learners can implement practical strategies for vocabulary enhancement.
To enhance your writing skills, it's essential to read more, including books, Chinese newspapers, and even novels or magazines that pique your interest After reading, take the time to write notes and extract beautiful passages, as this practice is incredibly beneficial Additionally, reflecting on classic literature by writing your thoughts can provide valuable examples and characters to incorporate into your essays, thereby increasing their persuasiveness and aiding in the expression of your ideas.
To enhance your Chinese vocabulary, consider engaging with knowledgeable individuals, such as Chinese language teachers or friends, for meaningful discussions Additionally, invest in books related to Chinese vocabulary during your free time to broaden your reading While these methods can provide immediate improvements, it's essential to recognize that vocabulary accumulation occurs naturally through daily life experiences Regular reading will subtly elevate your language skills and expand your word bank over time.
Watching Chinese movies, listening to music, and tuning into Chinese news or entertainment programs can significantly enhance vocabulary This exposure helps increase familiarity with idioms, proverbs, and colloquial expressions Ultimately, it enriches students' verbal communication and improves their spoken Chinese, especially at advanced levels.
In summary, accumulating vocabulary is crucial for achieving the ideal goals of listening, speaking, reading, and writing in Chinese A rich vocabulary enables students to communicate more confidently When learners gather extensive vocabulary across various fields, it becomes easier to discuss topics in Chinese Therefore, students should actively engage in activities such as reading newspapers, watching movies, listening to music, and following Chinese news or entertainment programs, particularly by memorizing words from their courses.
心理障碍的克服技巧
One of the most significant factors affecting speaking quality is the speaker's psychological state This is easily understandable; individuals typically feel relaxed when conversing with family members, as they are familiar and communicate in their native language, allowing them to express their opinions confidently However, in a classroom setting, where students must speak a non-native language in front of unfamiliar peers, anxiety can arise, especially in front of a teacher This fear of making mistakes and the potential embarrassment can trigger heightened alertness and nervousness, leading to a lack of confidence and shyness Such emotional barriers, known as psychological obstacles in verbal expression, can diminish students' interest in learning to speak In some cases, students may even dread speaking classes due to the fear of being called upon to present in front of the class.
One of the primary reasons students struggle with public speaking is their lack of psychological training and confidence in front of an audience To enhance their speaking skills, students must develop a strong psychological foundation, which includes two key aspects: unwavering self-confidence and strong self-discipline With self-confidence, students are more likely to achieve success in any endeavor they undertake.
克服母语负迁移
To overcome the influence of their native language, students must improve their Chinese expression by mastering fixed grammatical structures They should engage more with the Chinese language in daily life and pay attention to the vocabulary commonly used by Chinese speakers in various contexts Utilizing a standard Chinese-Chinese dictionary will aid in understanding the precise meanings of words and provide example sentences for contextual selection It is important not to overly rely on translation tools.
歌（google）翻译，因为谷歌翻译并不完全准确，如果学生滥用太多，就会形成
Students should have the opportunity to watch standard programs broadcasted on Chinese television to develop their language sense and minimize the influence of their native language, while also addressing detrimental habits.
Some believe that students' thinking skills are primarily developed through problem-solving in the classroom, leading to a focus on questioning However, this perspective is somewhat narrow In Chinese language education, cultivating thinking abilities should mainly be achieved through developing a sense of language This sense of language is intuitive, showcasing a direct connection between the thinking process and its outcomes, without requiring prior rational deliberation.
Intuitive thinking and language perception are closely intertwined, as individuals often rely on their verbal experiences to make sharp, instinctive judgments about language This ability to instantly sense and comprehend linguistic nuances highlights the significance of intuitive cognitive skills in developing a keen linguistic sense.
To cultivate students' language sense, it is essential for them to engage more in reading practice, which strengthens the language acquisition mechanism and accumulates linguistic material This process ultimately leads to the establishment of correct language habits and a keen linguistic intuition Through reading, students gradually build "similar chunks" of language sense, enabling them to recognize new linguistic stimuli and make intuitive judgments almost instantaneously Although this may appear thoughtless, it is actually grounded in a well-established logical foundation developed through repeated recognition, practice, and reinforcement.
Intuition reflects the essence and laws of objects in the human brain, necessitating a keen insight into one's surroundings and a wealth of practical experience A rich accumulation of life knowledge and language skills enables individuals to activate relevant subconscious experiences, forming the ability to intuitively perceive and understand Therefore, to cultivate students' language sensitivity, it is essential to emphasize not only their reading and comprehension but also to broaden their knowledge horizons, enrich their life experiences, and stimulate imagination and association This approach fosters sharp intuition, enhancing their understanding and application of language to an almost subconscious level.
积极参加中文俱乐部活动
Effective communication skills are not innate; they are developed through practice and training These skills are crucial for students to build confidence and achieve success in both their personal and professional lives To enhance their communication abilities, students should have a foundational understanding of soft skills Those looking to communicate effectively in Chinese should engage in daily activities that foster improvement This includes being open to conversations, expressing opinions confidently in class, actively participating in Chinese language exchange events, and engaging in classroom activities Such practices not only boost confidence in communication but also facilitate learning from peers, enhance vocabulary retention, and improve overall learning quality.
培养需要软技能
Soft skills, particularly emotional intelligence, refer to essential abilities that are often not taught in school and are unrelated to technical knowledge Unlike specialized personality traits, these skills largely depend on an individual's character Soft skills play a crucial role in defining who you are and how you work, serving as a benchmark for high performance in the workplace This aspect is especially important for students, as it emphasizes the need for their development.
According to UNESCO, the purpose of learning is to "know, do, live together, and be oneself." When comparing this definition to the current education system in Vietnam, it appears that the focus is primarily on acquiring knowledge, which aligns with only one of UNESCO's four educational goals As a result, students often impress employers during job interviews solely through their academic credentials, professional skills, and work experience However, it is essential to recognize that an individual's capabilities are assessed based on knowledge, skills, and attitudes, highlighting that learning serves not only to acquire knowledge but also to prepare for work, foster collaboration, and maintain one's identity.
那么学生如何培养技能？
Students should first identify the career they wish to pursue after graduation and analyze the required skills for that job, distinguishing between "hard" skills and "soft" skills Flexible students actively seek opportunities to learn and develop their soft skills However, many students are unaware of the significance of soft skills in today's world, often believing that excelling academically is sufficient for obtaining a diploma While this perspective is not entirely incorrect, it falls short; good academic performance does not guarantee adaptability to changes in work or life environments.
Strong academic performance alone may not win employers' sympathy; the crucial factor is soft skills Even if your grades are not stellar, possessing resilience and confidence in the face of change indicates strong soft skills It's important to approach the development of these skills seriously, as they accumulate over time Freshmen should create a roadmap based on their abilities and future goals, practicing these skills throughout each academic year By the time you graduate, you'll be confident in your capabilities and have an impressive resume.
学生大学毕业后在工作中取得成功需要几项基本软技能：
（1）自己学习技能；（2） 听力技巧；（3）口头交际技巧；（4）解决问题的；
（5）能力（问题解决能力）；（6）创造性思维能力；（7）自我管理能力和自
Setting clear goals and employing motivation techniques are essential for personal and professional development Effective interpersonal skills and teamwork abilities enhance collaboration, while negotiation skills contribute to successful outcomes Additionally, organizational effectiveness and strong leadership skills are crucial for driving success in any endeavor.
第三节 对于学校
不断更新教材
Textbooks play a crucial role in Chinese language teaching, serving as a guiding tool that optimizes classroom processes and helps achieve educational goals A good textbook enhances students' knowledge and skills while elevating teachers' instructional quality Conversely, poor-quality textbooks can negatively impact teaching by presenting disorganized content that misguides students' learning objectives and methods, or by offering rigid exercises that hinder teachers' activities Advanced Chinese speaking textbooks should be relevant, contemporary, and engaging, incorporating commonly used phrases and popular expressions that reflect real-life situations The content should focus on themes closely related to everyday life, such as work, family, culture, economy, friendships, environment, and daily activities.
In practical life, the relevance of educational content is crucial, as it should align with contemporary times without being outdated or excessively advanced, which can hinder student engagement Additionally, incorporating lively and humorous language enhances the appeal of the material, fostering enthusiasm and encouraging active participation in learning Therefore, when selecting textbooks, schools should prioritize these factors to establish effective and engaging educational resources.
To enhance language learning, it is essential to utilize the latest textbooks, as conversational phrases often evolve with societal changes When selecting speaking materials, educators should ensure that every sentence addresses the real communication needs of students This approach also necessitates that teachers employ authentic, conversational language in their instruction, as most dialogues in primary speaking textbooks are designed to reflect real-life interactions.
In summary, advanced Chinese oral language textbooks hold a unique position among various educational materials While there are quality textbooks available, many of them feature outdated knowledge themes that require updates to align more closely with real-world social work, ultimately aiding students in applying their skills effectively in the workplace after graduation.
培养与发展教师队伍
To successfully establish a university, it is essential to have a group of high-quality, skilled educators The key to enhancing the quality of talent development in higher education lies in improving teachers' teaching abilities and the scientific approach to teaching practices This focus is not only a critical aspect of Vietnam's ongoing educational reforms in higher education but also addresses the challenges and opportunities in innovating modern university teaching management systems.
Currently, the Foreign Language Department at Hai Phong University has a large number of students learning Chinese, but the teaching staff is limited and their teaching hours are intensive As a result, opportunities for exchange training, professional development, and innovative teaching methods to enhance teaching quality remain constrained To address this, the university should hire additional teaching assistants and collaborate with domestic and international institutions to regularly organize teacher training programs that facilitate the exchange of professional knowledge and improve teaching methods The training and teaching content must align with the demands of contemporary society Furthermore, the university should allocate funding to encourage teachers to engage in self-directed learning and develop new teaching strategies to achieve high efficiency in their teaching.
To enhance the quality of talent cultivation, it is essential to significantly increase teachers' commitment to teaching, ensuring they excel in every class and effectively manage each teaching phase Teachers should strive to create a natural and critical learning environment that encourages students to explore and think deeply By focusing on students' needs, educators can capture and maintain their attention, reinforcing the teacher's guiding role Continuous reforms in teaching content, methods, and processes are vital for fostering students' sense of responsibility towards their learning Additionally, motivating students to approach problems from both foundational and specialized perspectives will provide them with diverse learning experiences, thereby stimulating scientific thinking and unlocking their learning potential.
In addition to training and developing teachers, schools should allocate funds to encourage continuous learning and active participation in training programs, ultimately enhancing teaching quality If schools provide attractive subsidies for teachers, they will be more motivated to engage deeply in their subjects and foster a collaborative learning environment with their students, leading to exceptional teaching outcomes.
为学生打造语言交流乐园
Learning a foreign language through language exchange activities is an engaging way to enhance language skills, boost motivation, and expand social connections Advanced Chinese speaking courses, in particular, provide students with the opportunity to refine their communication skills before graduation.
Schools should organize activities focused on "Entrepreneurial Student Ideas," allowing students to freely share their thoughts on entrepreneurship, job demands, and improving learning quality All students must communicate in Chinese to enhance their expression skills and expand their vocabulary Additionally, schools should establish Chinese clubs to facilitate language games, Chinese songs, and cultural exchange with local Chinese students.
Engaging with students from other short-term programs in China or during internships provides valuable opportunities for immersion in the local environment, enhancing Chinese language proficiency.
补充教学设备
Modern technological devices, such as speakers, radios, projectors, and audiovisual equipment, are essential partners in foreign language teaching, particularly in speaking classes Their presence enhances the effectiveness, speed, and quality of the learning process, improving both oral communication and knowledge transfer In the 4.0 era, educators cannot rely solely on blackboards or printed materials, especially for foreign language students Audiovisual teaching aids create an optimal language learning environment, introducing relevant vocabulary, grammar, and phonetics that enable students to utilize their skills swiftly in similar contexts Additionally, audiovisual media stimulate student engagement, making it crucial for schools to establish specialized language classrooms equipped with comprehensive audiovisual facilities This setup encourages active practice in classroom settings, deepening speaking courses and enhancing overall teaching quality.
In summary, spoken language holds a crucial position in any language, with Mandarin Chinese speaking being a key component of learning Chinese as a second language The primary goal of language education is to develop students' communicative abilities, and proficiency in spoken Mandarin reflects the effectiveness of their learning Among the four language skills—listening, speaking, reading, and writing—speaking is widely recognized as the most direct and convenient way to demonstrate language proficiency, making the enhancement of Mandarin speaking skills a popular topic in language education This study investigates the current state of advanced Mandarin speaking instruction through surveys, interviews, and classroom observations Significant findings reveal that 100% of instructors and 53.2% of students attribute limited speaking proficiency and lack of confidence as key factors affecting students' advanced Mandarin communication levels Consequently, the author advocates for appropriate teaching methods to improve course quality, emphasizing that effective instructional strategies are crucial for training outcomes Educators should adopt a student-centered, output-oriented approach, connect theory with practice, and tailor teaching methods to the needs of individual students and classes The integration of technology and continuous vocabulary enhancement, along with solid foundations in phonetics, vocabulary, and grammar, are essential for fostering confident students with strong spoken Mandarin skills.
To fully implement the new Chinese language curriculum standards and cultivate qualified talents for future societal development, Chinese language teaching emphasizes enhancing oral communication skills This involves designing diverse and meaningful scenarios that promote interactive communication methods, fostering students' speaking abilities, good language habits, and communication concepts Additionally, students are encouraged to actively practice their oral skills in daily life With the collective efforts of all Chinese language teachers, we believe that students' oral communication abilities will improve rapidly, enabling them to participate in global economic development and contribute to human society Consequently, each teacher strives diligently, supported by the students' academic enthusiasm and the school's investment, ensuring that teaching quality continues to improve and aligns with other developed nations.
一、 中文文献
1 陈瑶.课堂观察指导[M] 教育科学出版社，2002年。
2 蔡整莹.汉语口语课堂教学法[M] 北京语言大学出版社，2009年。
3 蔡整董.汉语口语课教学方法[M],北京语言大学出版社，2010年。
4 胡壮麟.语言学教程[M] 北京:北京大学出版社，2002年。
5 黄锦章、刘焱 对外汉语教学中的理论和方法[M] 北京大学出版社，
6 潘瑞芳.国际汉语教学通用课程大纲 [M],外语教学与研究出版社， 2008（27）。
7 卡尔˙罗杰斯:《‘学生为中心’教学理论评述》[M],教育科学出版 社出版，1990 年。
8 刘伯奎，王燕．段汴霞.教师口语训练教程[M].北京：中国人民大学出版 社，2011年。
9 吕必松.对外汉语教学概论[M]，国家汉办编印，1996 年。
10 斯蒂夫ã考夫曼，语言家[M]，北京：中华书局，2004（36）。
11 孟国.第二语言习得理论与汉语教学研究[M]，光明日报出版社，2010（14）
12 邵瑞珍.教育心理[M].上海：上海教育出版社，1997年。
13 赵金铭.对外汉语口语教学研究[M] 商务印书馆， 2006 年。
14 转引自赵金铭.汉语作为第二语言技能教学[M],北京大学出版社，2010 年。
15 赵元任.汉语口语语法[M].商务印书馆，1979 年。
16 张锐、万里《教师口语》[M].北京:北京师范大学出版社，1994年。
17 章纪孝.高级汉语口语一话题交际[M]，北京语言大学出版社，1993 年。
18 孙汝建.口语交际理论与技巧 [M].中国轻工业出版社，2007年。
19 王建勤.第二语言习得研究[M].商务印书馆，2009 年。
20 中央教育科学研究所比较教育研究室: 《简明国际教育百科全书` 教学》（下册）， [M] 教育科学出版社1990 （410）
21 王坦：《合作教学导论》， [M] 山东教育出版社，2007（101）
22 Els TV Applied Linguistics and the Learning and Teaching of Foreign Language 【M】London Edward Arnold （published）Ltd.,1977.
23 Edge,J.Mistakes and Corrections.Longman Group UK Ltd.Press,1989.
24 HaStain.Kenneth.Developing Second - language Skills：Theory and Practice Houghton Mifflin Company,1976．Page 332.
• 中文论文、期刊
25 陈奇.对外汉语口语课的文化教学渗入研究[D].兰州大学,硕士论文，2013 年。
26 高彦.对外汉语口语教材词汇编选研究[D].苏州大学，硕士论文，2015 年。
27 高姗.对外汉语口语生词教学研究[D].安微大学，硕士论文，2013年。
28 贺凡凡 高级水平汉语学习者口语语病分析——以《世界青年说》为例[D]. 黑龙江大学，硕士论文，2020年。
29 黎全兰.越南大学高级汉语口语教学研究——以胡志明市两所大学为例[D]. 上海师范大学，硕士论文，2013年。
30 孔凡莲.对外汉语口语课堂小组活动研究 [D].山东大学，硕士学位论文，
31 申延威.越南学生中级汉语口语教学初探[D],华中师范大学，硕士学 位论文，2011 年。
32 周姗 对外汉语口语课生词教学研究[D],安徽大学，硕士学位论文，
33 徐丽华.对外汉语口语课中的词汇教学问题[D].浙江大学,硕士论文，2013 年。
34 徐兰.高级汉语口语教材调查与编写对策[D].浙江师范大学，硕士论文，
35 宗胜男.多媒体在对外汉语口语中的应用[D].吉林：东北师范大学,硕士学 位论文，2010年。
36 周惊.对外汉语语块研究——以《汉语水平词汇等级大纲》为例[D].华东 师范大学，硕士学位论文，2009年。
37 刘元满.高级汉语口语教材的话题、情景和话轮［J］.北京师范大学学报 ( 社会科学版) ，2008年。
38 刘 颖.主持人式教学法在高级汉语口语教学中的运用［J］ 海外华文教 育，2005年。
39 伏双全 对外汉语口语教学中的几条原则［ J］.牡丹江教育学院学报， 2007(3),第 100、101页。
二、 越南语文献
1 Đoàn Minh Hải Nghiên cứu việc dạy khẩu ngữ tiếng Hán ở Việt Nam [A], Khoa tiếng Trung Đại học Hà Nội Việt Nam Luận văn hội nghị quốc tế về 50 năm giảng dạy và nghiên cứu tiếng Hán, 2009 (87-91)
2 Tạ Thị Ánh Tuyết Nhân tố ngữ cảnh và việc giảng dạy khẩu ngữ tiếng Hán [D] , Trường Đại học ngoại ngữ - Đại học Quốc gia Hà Nội, Luận văn thạc sỹ, 2005
3 Trịnh Hoàng Lân Phương pháp dạy khẩu ngữ theo hình thức đào tạo tín chỉ cho sinh viên năm hai Khoa NN&VN Trung Quốc[D], Đại học Quốc gia Hà Nội
Trường Đại học Ngoại ngữ, NCKH cấp trường, 2009
附录一：教师的问卷调查表 尊敬的老师：
We are conducting a research study on the current state of advanced Chinese oral language teaching in the Chinese major at Haiphong University’s Foreign Language Department We would like to understand your teaching situation through this anonymous survey, which will only be used for research purposes The findings will help improve the quality of Chinese language instruction at Haiphong University Please answer based on your actual circumstances to assist us in completing this survey Your responses will remain confidential and will not be used for any other purposes Thank you sincerely for your time, support, and assistance!
请填写或打钩（√）
一、 您的基本信息
3 其他（请明细写） □
Q4.您的汉语教学教龄:
2 五年到十年 □
3 十年到十五年 □
4 十五年以上 □
二、 主要内容
• 教材与课程
Q5.您认为海防大学在使用高级汉语口语教材:
○1 很适合海防大学的学生 □
Q6.您认为这教材的内容：
5 其他（请明细写） □
Q7.您认为课程的内容安排如何？
• 教师教学方法
Q8.您教学步骤：
1 启动 5分钟、常用句式、生词、课文、练习活动 □
2 常用句式、生词、课文、练习活动（分组辩论） □
3 启动、常用句式、课文、练习活动（分组辩论） □
4 其他（请明细写） □
Q9.入新课前，您常采用哪个方式？（可多选）
1 谈论与前课有关的话题 □
2 做个小测验，请学生听写前课较难词汇 □
3 请一个学生做个口头报告，其他同学根据那个 报告讨论
4 谈一些现代社会热点的话题 □
5 玩一两个语言游戏与新课有关的词汇 □
7 其他（请明细写） □
Q10.您常采用教学方法（可多选）
1 根据“话题”教学 □
2 让学生准备“情景”并“剧本表演”，角色扮演 □
3 使用多媒体教学（视频 + 口语练习） □
4 讨论与演讲（个人、小组） □
5 应用语言游戏（创造练习情景） □
6 将中华文化因素引入口语词汇教学中 □
7 主要扩宽知识面、深化理论的讲解 □
8 其他（请明细写） □
Q11.您上高级汉语口语课时如何分组讨论：
1 学生自己选择合作伙伴 □
2 根据名单上的秩序来分组 □
3 根据课堂上的座位来分组 □
4 优秀生和优秀生；薄弱生和薄弱生 □
5 组内的组员学习水平从高到低都有 □
6 其他（请明细写） □
Q12.对于高级汉语水平的学生的口语表达，您更看重的是：
3 准确度为主，流利度为辅 □
4 流利度为主，准确度为辅 □
5 其他（请明细写） □
Q13.您觉得必要对学生课堂的口语进行纠正吗？
Q14.您最常采用哪种纠正方式？
1 总结错误写在黑板上使全班学生观察，学生自己 发现错误，引导学生自己修改
2 明确指出学生错误，让学生进行修正 □
3 明确告诉每个学生的错误所在，并给出正确形式 □
4 其他（请明细写） □
Q15.您常重视学生的哪个错误的纠正：(可多选）
5 其他（请明细写） □
Q16.在课堂上，若学生回答问题时说得不对，您最常会：
1 等学生说完话后，才为学生改正 □
2 打断学生的话，马上为学生改正 □
3 启发学生，让学生自己改正 □
4 直接批评学生，不应该错误 □
5 暂时不说，总结学生的错误写在黑板上进行修改， 使全班学生观察
6 下课后，教师单独告诉学生 □
7 不改正，马上请别的同学接着回答 □
8 其他（请明细写） □
Q17 在课堂上，您提问后，最常用什么方式请学生回答问题？
1 让全班同学回答问题 □
2 指定某个学生来回答问题 □
3 请举手的同学回答问题 □
4 提问后就自己回答问题 □
Q18.在课堂上，您对学生表扬、批评后，您注意不注意学生的反应？
Q19.上课时，若学生有不懂的地方，您最常会：
2 用别的方法再给学生讲解 □
3.请别的同学给他再讲解 □
4 告诉学生回去再仔细研究 □
5 让学生自己去找办法理解 □
6 其他（请明细写） □
Q20.下课后，您会不会反思自己的课堂教学方法？
Q21.您认为必要不必要对高级汉语口语教师教学方法的培训？
Q22 在教学过程中您遇到与学生相关的困难：（可多选）
1 学生的词汇量不足 □
2 语音、语法错误 □
3 形成句子和段落的能力不佳 □
4 学生的中华文化知识相关有限 □
5 学生的口语表达能力不佳，缺乏自信 □
6 学生的学习精神不佳 □
7 学生深受母语影响 □
8 其他（请明细写） □
Q23.您在线上教学的困难（可多选）
1 网络不完全稳定 □
2 老师与学生有时难以互动交流 □
3 老师很难监督学生是否在学习（学生不开摄像头） □
4 分组讨论不方便 □
5 屏幕上分享视频不顺利 □
6 其他（请明细写） □
Q24.您在教室教学的困难（可多选）
1 缺少影像设备 □
2 缺少录音机 □
3 教室较大影响学习效果 □
4 其他（请明细写） □
非常感谢您的配合，对您的大力支持再次表示感谢！
附录二：学生的问卷调查表
亲爱的同学：