Research on the Status Quo and Improvement Needs of Foreign Language Teachers’ Teaching Competence in Curriculum-Based Ideological Education in Xinjiang Colleges and Universities

This study investigated the status quo and further improvement needs of foreign language teachers’teaching competence in curriculum-based ideological education(CIE)in Xinjiang colleges and universities.The results show that the teachers’teaching competence in CIE is generally good,with the“cultivating quality”being the highest and the“scientific research quality”the lowest;there still exist several problems,such as teachers’lack of theoretical knowledge in CIE,lack of teaching resources,and insufficient abilities in teaching design and research.It is hoped that with the support and efforts from university administrations,teachers can improve their teaching competence in CIE through various approaches adopted and multiple measures taken,thus optimizing their teaching effectiveness,promoting the construction of CIE in Xinjiang colleges and universities in the new era,and contributing to Xinjiang’s high-quality development.

Research on the Evaluation Method of Teaching Quality of Chinese as a Foreign Language Based on Immersion Teaching

With the development of teaching Chinese as a foreign language, the teaching level of teachers of Chinese as a foreign language is constantly improving. Teachers of Chinese as a foreign language are the messengers of Chinese culture and represent the image of China. Therefore, the quality of teaching Chinese as a foreign language teachers plays a vital role in the quality of teaching Chinese as a foreign language. Immersion teaching method is a relatively successful teaching method in the field of foreign bilingual teaching. It opens a new door for teaching Chinese as a foreign language and plays an important role in improving students' ability to use Chinese. This paper comprehensively evaluates the teaching of Chinese as a whole based on immersive teaching, and calculates the data after evaluation of the evaluation index system to ensure the scientific and accurate evaluation results. Finally, it is proposed that the countermeasures should be improved from the three aspects of classroom teaching, the quality of Chinese teachers and the overall quality of the team of Chinese as a foreign language.

Implicit Learning and Explicit Learning in the Context of Teaching Chinese as a Foreign Language By Analyzing the Textbook Kuaile Hanyu

With the rising status of China in the world in the economic, political and cultural aspects, Teaching Chinese as a Foreign Language （TCFL） is becoming more and more prevalent across the world. Britain is the country where the Chinese is taught and learnt earlier than other Western countries. Take the students in Confucius Institute of Newcastle University in UK for example, due to the students＇ different backgrounds and also different ages and language foundations, whether the Chinese teaching materials can meet their motivations and needs is a problem worth further investigation by Chinese language teachers. Therefore, concerning the leamers＇ different ages and cognitive ability, this paper aims to analyze the textbook named Kuaile Hanyu （Happy Chinese） in terms of its advantages and disadvantages, in hope to evaluate whether it is appropriate to different learners and propose a few suggestions for the Chinese materials in the future. Simultaneously, fi＇om perspective of implicit learning and explicit learning, a tentative study is carried out on the influence of implicit and explicit leaming in TCFL context.

On the Cognition of Second Language Mental Lexicon and Teaching Chinese as a Foreign Language

Teaching Chinese as a foreign language is actually the teaching of Chinese as a second language by international Chinese teachers.People must learn vocabulary as a language element in the process of language acquisition.Without vocabulary,there is no language.When we master the vocabulary of a language,we rely on mental lexicon,which is vocabulary that has been stored in the brain for a long time.Through the study of second language mental lexicon,it can be used effectively,and corresponding teaching methods can be used in the vocabulary teaching of Chinese as a foreign language to help students learn Chinese quickly and effectively.

A Comparison of the Character,Target and Content of Teaching Chinese as a Foreign Language and the Chinese Courses at Primary School

This article examines the opinion that teaching Chinese as a foreign language(TCFL)is equivalent to teaching Chinese at primary school by analyzing the differences between the character,target and content of the two courses and reasons for their differences to provide theories and practical support for a more reasonable and effective teaching.

On the Roles of Cultural and Artistic Features of Dialects in Teaching Chinese as a Foreign Language

As a Chinese dialect that bears the greatest resemblance to Standard Mandarin,Northeastern Mandarin is the closest relative of Standard Mandarin in terms of vocabularies,rhetorical devices and grammatical rules.The traditional Chinese folk culture of Errenzhuan(two-people rotation)1 is an epitome of traditional Chinese culture,full of humor and wittiness.This paper aims to explore the necessity and feasibility of incorporating Errenzhuan into teaching Chinese as a foreign language as a way to spark greater student interest,increase the fun of learning and enrich teaching methods,which ultimately serves to improve the quality of Chinese teaching worldwide,spread traditional Chinese folk culture and strengthen China’s cultural confidence.

A Study on the Compilation of Dictionaries for Teaching Chinese as a Foreign Language Based on the Second Language Acquisition Theory

This article intends to demonstrate the principles for dictionary compilation.To summarize,general rules are to be followed.At the same time,this article probes into the differences of Chinese to Chinese dictionary,Chinese to foreign language dictionary,dictionaries for the preparation of certain exams,learner’s dictionaries for reviewing errors,dictionaries with multimedia and dictionaries built via the Internet..In all,one of the key factors for dictionary compilation is the professionalism of editors and writers.The training of the people involved is vital,which would contribute to setting up a better order of the market.Acknowledgements should also be given to achievements in dictionary compilation.Revisions and polishing are required to improve the dictionaries on the market that have already won the acclaim so as to put their influence to the best display.

The Function and Significance of the Chinese Song in Teaching Chinese as a Foreign Language

In recent years, Chinese language and culture shows its amazing charm in the world and is strongly attracting foreign students to study in China. In order to meet the various needs of students, many universities set up long-term classes, various Chinese learning classes, short-term assault strengthen experience classes and interest classes, etc. With groups of students continue to expand, is the teaching of foreign language study becomes more and more important. The Chinese song conversion method can and should serve as an assistant for teaching Chinese as a foreign language.

The Role and Application of Situational Teaching in Teaching Chinese as a Foreign Language-A Case Study of Primary Oral English Class

The law of language learning has a theoretical basis.Language learning is a process of active learning,not of passive acceptance.Situational teaching is the extension and development of constructivist teaching.The correct use of situational teaching can stimulate students 125 interest,facilitate a harmonious relationship between teachers and students,as well as promote the cultivation of other skills among students,so as to improve the teaching quality of oral Chinese teaching as a foreign language and effectively complete the teaching task.However,there are some issues that should be emphasized when using the situational teaching method,such as how to create situations effectively,the problems that teachers should pay attention to when creating situations,and the principles of creating situations.

A Case Study on the Pattern of Classroom Discourse in Teaching Chinese as a Foreign Language

Based on the IRF(initiation,response,and feedback)classroom discourse structure model proposed by Sinclair and Coulthard,this research analyzes and studies the actual corpus of Chinese classroom teaching in Thailand,focusing on the structural model of teacher-student communication discourse,mainly from two aspects of teachers'feedback.On the one hand,it investigates whether IRF is fully applicable to Chinese classroom teaching and whether there are special situations to it.On the other hand,it attempts to summarize the discourse structure model of Chinese classroom teaching and explores the application of the research results in helping Chinese teachers improve their teaching quality in hope that constructive suggestions can be proposed for teaching Chinese as a foreign language.

THE COMMUNICATIVE APPROACH TO THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE

1. Introduction In educational theory, as with most things, there exist fashions and trends. Within the field of foreign language teaching the communicative approach is with good reason very fasharable in the west. The name certainly makes it difficult to argue with, who would want to use the ’non-communicative’ approach to teaching a foreign language? The need to communicate in a language is what makes language teaching different from teaching many other subjects. If you study geography, you learn about places, but if you only learn about a language it is not enough.

A Brief Analysis About the Function of the Communicative Approach -- It Can Lighten Classroom Anxiety in Foreign Language Teaching

Classroom Anxiety is very common and to some extent it influences students＇ achievements in foreign language learning. So, how to solve this problem in order to help students have a good performance in foreign language learning is a very urgent issue. According to the writer＇s study, communicative approach is an effective method to deal with it.

The Influence of ＂i＋ 1＂ on Chinese Foreign Language Teaching Methods

＂Monitor Model＂ explains the process and its situation from five different parts： the acquisition/learning,monitor, natural order, input, and affective filter. The Input Hypothesis, as one part of＂Monitor Model＂ proposedby Stephen D. Krashen, suggests that the comprehensible input plays a key role in the language acquisition.Nowadays, the Input Hypothesis, with ＂i＋l＂ as its core proposal, influences Chinese foreign language teachingfrom various aspects. But there are also many disputes. In this paper, the author intends to elaborate on its maincontents, characteristics, influences on foreign language teaching, existing defects, and so on, aiming to achieve thegoal of reviewing of this theory and its influence in China.

Implementation of the Competence-Based Approach in Teaching Foreign Languages in a Non-linguistic College

Due to the increasing role and importance of foreign languages in the context of globalization, it is becoming more important to teach foreign languages for professional communication in different types of educational institutions including nonlinguistic colleges. In this regard, both the approaches to teaching foreign languages should be reconsidered, and also training programs that meet the requirements of future specialists should be created. One of the possible ways out is to use the competence-based approach, i.e., forming a set of special competences in future professionals to solve practical problems. For training a competitive IT-specialist, in teaching foreign languages it is necessary to form a number of language subcompetences in students that are on the basis of their professional competence. The proposed model can be used for teaching any foreign language, where the language component is invariable, and is filled with professional content.

Design of the Intelligent Foreign Language Multimedia Teaching System Based on the "New liberal arts" Paradigm

The main features of the foreign language education in the information age are to realize the modernization, informatization, intellectualization and diversification of the foreign language teaching, and to promote the modernization of the foreign language teaching through the informatization of the foreign language teaching. The new concept of the leapfrogging development in the foreign language teaching should be a hot topic and trend in the study of the foreign language teaching theories and practice in the new era. Under the "New liberal arts" paradigm, students are expected to take part in various activities to promote the transformation of the classroom theoretical knowledge into the specific practical skills and enhance their abilities to solve the practical problems in the real world.

Influencing Factors of Communicative Language Teaching:A Student Perspective from English Majors

Nowadays,the Communicative Language Teaching Approach has gained significant popularity in the field of foreign language teaching.However,there appears to be a stagnation in its application effects.Therefore,this thesis aims to investigate the present state of CLT implementation and identify the factors influencing its execution within English major classrooms at Chinese universities from a student perspective.30 students responded to the questionnaire and 5 students participated in interviews to provide detailed insights.Through analysis,it was observed that CLT has been widely used in English classes and received positive feedback from students.Factors including the Test-oriented Educational system,teacher factors,student factors,and the Chinese traditional Confucius idea about teaching have an important impact on its implementation.Additionally,this article offers potential recommendations aimed at reconciling the CLT Approach with the Chinese educational context.

Analysis of How to Establish a Dialogue-style Class Effectively for the Chinese Interest Course as a Foreign Language

In this paper, I take the Chinese interest class which is very common nowadays as a study subject. According to the characteristics of the Chinese interest course, I analyze how to establish a dialogue-style lesson effectively for the Chinese interest class as a foreign language. Combined with practice, I will propose some difficulties to you for advice while I summarize a number of effective ways that I succeed in my teaching.

The Role and Value of Sociolinguistics in English Language Teaching

This paper aims to explore how the study of sociolinguistics can benefit teachers,particularly in the context of teaching English as a Foreign Language(EFL)in China.The article will first examine how sociolinguistic knowledge can reshape teachers’perceptions of“English,”focusing on aspects such as English varieties,World Englishes,and Chinese English.Following that,the article discusses the necessity of rethinking current practices in English language teaching,including the nativeness paradigm and the concept of communicative competence based on a reconceptualized view of“English.”Additionally,the discussion will focus on how teachers,informed by sociolinguistic awareness of non-native teachers’identities and teacher agency,can address and resolve existing challenges in EFL teaching.Finally,the article will conclude by summarizing the key issues discussed and highlighting the significance of studying sociolinguistics for language practitioners in China.

The Past and Present of Chinese Language Teaching in Ireland

China’s booming economy is indeed one of the main reasons for the popularity of learning Chinese as a foreign language(henceforth CFL).With this growing interest in CFL,Ireland is likely to be behind global trends as Chinese is not yet included as a State-examined subject at any level in the Irish schooling system.Chinese language teaching(henceforth CLT)began to develop significantly in formal UK schooling during 2004-2005(Zhang&Li,2010),whereas the earliest occurrence of CLT seen in the Irish education system was in 2006-2007 when two Confucius Institutes were set up in Ireland.During this time,Mandarin Chinese was also introduced first as a subject and later as a degree in some higher education institutions in Ireland.The current study reviews the past and present of CLT in Ireland at second and tertiary level.This information,together with survey data collected among approximately 3,700 students learning CFL in Irish schools as a subject not examined by the State,provides recommendations for a future State-examined CFL course to be introduced to Irish secondary schools.These recommendations include items such as contact hours,tasks,and content to be implemented in the classroom.Further recommendations are also supplied in relation to the bridging of secondary and tertiary-level CLT.These recommendations come in light of former Irish Minister for Education Richard Bruton's announcement that Chinese will be taught on the State-examined school curriculum as part of the Languages Connect strategy plan.

Analysis of Pragmatic Failures and Strategies for Teaching Chinese as a Foreign Language

Cross-cultural communication has become an essential course for international students.As foreign students have different cultural backgrounds and languages,pragmatic failures are inevitable for them when communicating in Chinese,thus resulting in unpleasant communication.In order to effectively reduce pragmatic failures,it is necessary to analyze the problems that arise in the process of teaching Chinese as a foreign language and determine the causes.This research is separated into three aspects.Firstly,with the support of the theory of pragmatics and by analyzing the life and learning of foreign students,it can be appreciated that the pragmatic failures of foreign students in using Chinese for communication are very much detailed in the teaching of Chinese as a foreign language[1].Secondly,after arranging and analyzing these corpora,the reasons for the pragmatic failures of foreign students are determined.Finally,aiming at the causes of pragmatic failures,corresponding countermeasures and teaching suggestions are proposed.The conclusion drawn from this research is that pragmatic failures occur due to various factors,some of which are essential factors that cannot be changed.This requires effort from both Chinese language teachers and students in the teaching of Chinese as a foreign language to lessen the occurrence of pragmatic failures.