Teaching Chinese as a foreign language through Baduk (1)

Regular Institution of Higher EducationDiplomaPhotoSouthwest University Yucai College (Steel seal)xxxxxxx, female, born on May 12, 1987, majoring in Teaching Chinese as a Foreign Language in our College from September 2006 to July 2010, has been permitted to graduate upon completing all the courses specified by the four-year undergraduate teaching program with qualified scores.University: Southwest University Yucai College President: He Xiangdong (Seal)Southwest University Yucai College (Seal)Diploma No.: xxxxxxxxxxxxxxxxxxxx June 30, 2010Qualification Inquiry Website of Ministry of Education of the People’s Republic of China: xxxxxxxxxxxxCertificate of Bachelor’s DegreePhotoSouthwest University (Steel seal) xxxxxxxx, female, born on May 12, 1987, has graduated upon completing the undergraduate program for the specialty of Teaching Chinese as a Foreign Language in Southwest University. After examination and verification, she has been conferred on the Bachelor’s Degree of Arts in accordance with the Regulations of the People’s Republic of China on Academic Degrees.Southwest University President:Wang Xiaojia (Signature)Chairman of Academic DegreeEvaluation Committee:Certificate No.: xxxxxx June 21, 2010(Graduate under the Undergraduate Program of Regular Higher Education)The People’s Republic of China TEACHER QUALIFICATION CERTIFICATE The Teacher Qualification Certificate is a legal proof conferred by the State to the citizen who has satisfied the requirements for the teacher qualification according to law. The person who works as a teacher in all kinds of schools or other education institutions within People’s Republic of China must hold the Certificate.Ministry of Education of the People’s Republic of China (Seal)。

6.1997年开始博士生教育。 A.正确 B.错误 正确答案：A
7.汉语作为外语教学翻译成“Teaching of Chinese as a Foreign Language” A.正确 B.错误 正确答案：A
8.完形说是最早的认知学习理论。 A.正确 B.错误 正确答案：A
9.以技能训练为中心是对外汉语教学的特点。 A.正确 B.错误 正确答案：A
3.汉语作为第二语言教学翻译成“Teaching of Chinese as a Second Language” A.正确 B.错误 正确答案：A
4.1986年开始研究生教育。 A.正确 B.错误 正确答案：A
5.第二语言教学的学科理论基础研究一直被看作是研究的重点。 A.正确 B.错误 正确答案：A
6.()北京语言学院被宣布撤消。 A.1971年4月 B.1966年6月 C.1958年12月 D.1980年8月 正确答案：A
二、判断题 1.语言学、文化学主要作用于对外汉语教学的内容和目的。 A.正确 B.错误
正确答案：A
2.对外汉语教学翻译成“Teaching Chinese to Foreigners” A.正确 B.错误 正确答案：A
10.对外汉语教学学科有工具性质。 A.正确 B.错误 正确答案：A
11.速成教育属于非学历教育。 A.正确
B.错误 正确答案：A
12.1988年成立了“中国对外汉语教学学会”。 A.正确 B.错误 正确答案：A
13.教学内容的核心是课程设置。 A.正确 B.错误 正确答案：A
14.1984年暑期，北语举办了首期对外汉语教师培训班。 A.正确 B.错误 正确答案：A
20春《对外汉语教学概论》作业2
一、单选题 1.1965年1月9日，外国留学生高等预备学校更名为()。 A.北京语言学院 B.北京语言大学 C.北京语言文化大学 D.北京语言文化学院 正确答案：A

英语专业论文题目参考大全1、Problems and countermeasures of college English cross-cultural teaching2、Multiple learning theory horizon, college students' English autonomous learning ability of sustainable development research3、The dynamic evaluation research of college English writing teaching4、The concept of intercultural communication studies from the cultural identity5、Network language fuzziness of social linguistics research6、Ecology way of interpreting studies7、College English teachers' classroom motivation strategy research8、English major curriculum reform and setting up the colleges and universities9、Based on the learning of English learner autonomy ability research file10、College English teachers' personal general education beliefs11、Promotes research curriculum factors of college English autonomous learning12、Cross-cultural pragmatics perspective by the translation strategy research13、College students' critical thinking ability training practice exploration14、The national image and heralded translation strategy research15、"The water margin" four English translation translation features multidimensional comparative study16、Under the perspective of the translator from time style research17、China's high school English teacher identity research18、Modern Chinese adverbs and adverbs function level19、Construct research subject undergraduate translation teaching for English majors20、Based on the contemporary English corpus of Chinese students vocabulary ability to apply research in English composition21、Esp courses teaching design research22、Cross-cultural communication under the horizon of translation studies23、Carry out research college English classroom communicative interaction24、Construct explore heralded translation studies25、Business English writing teaching material research26、Medical situation of cross-cultural communicative competence research27、Study on the relationship between the burnout and motivation of learning foreign language28、A study of middle school English teachers' self-efficacy29、The cognitive study of modern Chinese abbreviations30、Basic education English teachers' teaching ability and its development and research31、College students' critical thinking ability training way to explore32、College English autonomous learning based on network environment is the theory and practice research33、The ecology of college English teaching from the perspective of research34、Yunnan minority college students' national identity and language attitude research35、The human body words semantic transfer of cognitive research36、Under the network environment of college students' language learning anxiety and learning strategy use studies37、Social cognitive horizon, study of the cognitive and influencing factors of middle school English teachers38、The constitution of China and the United States under the framework of functional linguistics theory in discourse analysis and cultural interpretation39、To keep up with the advertising translation studies theory perspective40、Li wenjun literary translation studies41、The Chinese learners of English foreign accent42、Based on the paradigm shift of foreign language education technology discipline building research43、Service learning English studies in foreign language teaching environment in China44、English teachers' beliefs influence on student-centered teaching research45、Multidimensional interactive college English teaching mode of action research46、Explore alienation translation thoughts47、Urban heralded cross-cultural translation text reconstruction research48、Singh, a short story narrative research49、For their resource of foreign language teachers' professional development research50、The study of the china-australia energy and mineral resources cooperation51、Based on the situation of China's college ESP curriculum pattern and construction52、"Osmosis" cross-cultural communication ability training mode research53、Rhetorical persuasion perspective by the translation studies54、Hidden curriculum under the perspective of college English curriculum design research55、The influence of the teaching materials for teachers' beliefs and behavior research56、Huangdi neijing polysemy of cognitive research57、Translation of local dishes under the theory of intercultural communication research58、The diversity of cultural translation strategies and translation more complementary study59、Conflict of Chinese discourse pragmatic rhetoric study60、The national college entrance examination English exam of Beijing the backwash effect of high school English teaching research61、Information technology and college English teachers' self-efficacy research of curriculum integration62、Teachers' independent teaching effects on students' autonomous learning ability63、Chinese English learners' pragmatic failures in verbal communication64、Chinese learners of English synonyms using research65、Under the network environment of college English classroom teaching optimization research66、The context of informationization of college English classroom ecological imbalance and reconstruction67、Jian-zhong guo translation thoughts and practice research68、Visual translation of literary texts69、Factors that influence efficiency of incidental vocabulary acquisition research70、Foreign language teachers teaching ability to study independently71、Xu yuan-zhong study of translating tang poetry into English72、English and Chinese in the comparative study on structure of syntax and semantics73、"Going out" of Chinese literature translation model research74、Multidimensional study of metaphor75、Foreign language teaching cultural research76、Perspective of cultural exchanges between the Chinese commercial advertising translation studies77、Continuing education for English majors students listening and speaking skills training action research78、College English teachers' belief system research79、The narrative horizon, by the translation studies80、Reception aesthetics perspective of financial report and the fusion of Chinese translation of news taste81、English classroom teaching design incentive82、English and Chinese loanwords category of cognitive research83、Research on presupposition in chinese-english advertising84、Chinese and English plant words contrast research85、Impolite in Chinese mode of social and cognitive research86、Research on teachers' hidden curriculum in college English curriculum implementation87、The theory of the subjectivity of the translator88、Deconstruction analysis of binary opposition in the perspective of translation89、Reading English novels influence on college students' English writing performance90、Of foreign language classroom dialogue theory from the theory of bakhtin91、The foreign language classroom teachers discourse to construct affinity92、Of wear is a stack of cultural identity from the postcolonial study to translation activities93、Advertising emotional appeal of the comparative study of the impact of the consumer94、Cross-cultural communication method China English teaching model analysis95、Adaptation theory in interpreting the application of the research96、Cultural translation studies97、Comprehensive English teaching task study English majors in colleges and universities98、Potential of the structure of the attitude99、Professional translation construction, problems and countermeasures in China100、Hearing the words of the judge identity building101、Chinese-english contrast research space structure type102、Literary translation stylistics assessment framework103、The context of Chinese EFL learners' cultural identity anxiety research104、Intervention: in verbal interaction, a evaluation perspective105、Junior high school English vocabulary teaching present situation investigation and study106、The American dream in the great gatsby "data processing107、College English teachers' professional development in empirical research108、Computer network integration with foreign language teaching research109、The speech act of force cognitive linguistics research110、Under the perspective of skopos theory region of guizhou ethnic minorities culture by the translation studies111、The input of culture in teaching Chinese as a foreign language study112、The Chinese and foreign teachers' written feedback to improve the effectiveness of the non-english major college students' English writing113、Four English majors, tem8 examination washback research114、American English and Chinese people polysemy cognitive contrast research115、Chinese borrowings in English study116、The evaluation study of English newspaper reviews117、English teachers teaching ability development research118、Interpreting dynamic RDA model research119、Narrative research pinter plays in the disease120、Based on the corpus of Chinese learners of English verb "unqualified clause" vocabulary grammar characteristic research121、University foreign language teachers' cognitive research and its revelation for the teacher development122、Buck "water margin" translation studies123、The original technique of defamiliarization in literary translation studies124、Based on the cultural perspective of comparative study on family education of China and the United States125、Theory of Jane Austen in "pride and prejudice" the marriage126、The role of native language translation in English vocabulary teaching127、Out of the trauma of haze, Toni Morrison novel of black women trauma research128、The suffragists research of gender perspective129、The influence of classroom language learning motivation of learning behavior130、Ecology of Chinese endangered languages from the linguistics research131、Multiple Angle of view of the situation comedy humor translation132、High school English writing error analysis and its implications for English teaching133、Based on science and technology English corpus of the behavior characteristic of heterogeneity study134、Under the principle of parallel study of translating tang poetry into English135、Under the background of Chinese native culture concept of cognitive metaphor study 136、Bourdieu sociological perspective of the translator Howard goldblatt rituals137、Request for Chinese learners of English speech act of pragmatic research138、Shakespeare's drama translation from Chinese into quantitative analysis139、Wang zuoliang translation style research140、Based on the theory of reference point of Chinese metaphor and metonymy of compound cognitive research141、Of middle school English teachers from the social cognitive knowledge sources and the professional development research142、Cognitive perspective of the People's Daily editorial (1966-1971) of critical discourse analysis143、Translation studies under the perspective of hermeneutics "liao zhai zhi yi"144、Under the framework of lifelong education of adult foreign language teaching research145、Tag structure of word order typology research topics and themes146、The study of language evaluation theory of value philosophy147、The network resources and college students' English autonomous learning148、China's mainstream media of loanword translation study149、Under the perspective of register theory research on humor150、Study on the relationship between the translation norms and the translator behavior of sociology151、Multiple interactive English teacher school-based education model: theory and practice152、Quine's translation of uncertainty and its revelation for the english-chinese translation153、Identity construction and masculinity, Sherwood Anderson novel research154、Practical wisdom to explore: research of Chinese English teachers from the social and cultural development155、Nouns used cognitive rhetoric study156、Miao nationality students in the development of three yuan language awareness in language acquisition157、Construct the perspective by the translation studies158、College English teachers' performance evaluation research159、Based on analysis of factors influencing the style evolution of college English teaching research160、Based on the use of Chinese translation is return model research161、Based on the theory of subjective image composition syntactic and semantic function of Chinese study162、Beyond the traditional/modern "discourse practice of cognitive framework - buck's writing" rural China "reading again163、The effectiveness of the college English teachers stimulate students learning motivation strategy research164、"The words of" cognitive research165、English comedy film subtitle translation strategies166、Chinese non-english major college students' foreign language listening anxiety research167、China's college English learner autonomy to explore168、Based on the corpus of a dream of red mansions storyteller sets of translation studies 169、"Wuthering heights" theme to achieve the functions of yuan170、And and different history and culture under the perspective of translation study of "the analects"171、Based on the concept of corpus of Chinese learners of English migration research172、V ocabulary block method in the application of the middle school English teaching173、Zhao benshan's comedy humor presupposition studies174、Under the information technology environment of college English multiple interactive teaching model research175、English and Chinese prepositions typology in the study of vision176、Based on the corpus of Chinese foreign language learners writing logical connection word use research to develop argumentative essays177、Modernity in the context of the trauma of cross-cultural writers write178、Cross-cultural communicative competence and language testing research of interface 179、From the perspective of cross-cultural pragmatics comparing the verbal humor in sitcom180、Alice a try to talk about Monroe Monroe's writing art works in "escape" for inheritance and innovation of classical writers181、American cognitive research182、The conceptualization of time and its linguistic representations183、Corpus-based studies metaphors universality and variability184、"The death of a salesman" the pragmatic study of discourse markers in the language185、Alice munroe short stories of the Canadian study186、The use of Chinese learners of English subjunctive mood disorders and teaching countermeasures187、"Subversion" for known: Julian Barnes postmodern historical writing of the novel188、Corporate governance research under the background of China's state-owned enterprise managers incentive problem189、Yanan period of translation activities and impact study190、English and Chinese request strategy theory and empirical comparison research191、From the movie "kung fu panda 2" functional equivalence theory in subtitle translation192、Task-based reading method in the application of junior middle school English reading teaching research193、Translation "chu ci" study, based on the perspective of the theory of cultural anthropology194、Lexical meaning and significance of along-wind interaction research195、Study of contemporary the corpus of Chinese translated fiction specification196、From the perspective of the cooperative principle and politeness principle, the situation comedy the bankruptcy sisters "verbal humor197、"The great gatsby" feminist interpretation198、Mo yan fatigue, translation style199、Perspective of reception aesthetics theory of the sitcom subtitle translation study200、Current Chinese subtitle translation study。

学科分类和代码中英文对照表一、自然科学类1. 数学（Mathematics）代码：01012. 物理学（Physics）代码：01023. 化学（Chemistry）代码：01034. 天文学（Astronomy）代码：01045. 地球科学（Earth Sciences）代码：01056. 生物学（Biology）代码：01067. 农学（Agricultural Science）代码：01078. 林学（Forestry）代码：01089. 环境科学（Environmental Science）代码：010910. 气象学（Meteorology）代码：0110二、工程技术类1. 机械工程（Mechanical Engineering）代码：02012. 电气工程（Electrical Engineering）代码：02023. 电子工程（Electronic Engineering）代码：02034. 计算机科学与技术（Computer Science and Technology）代码：02045. 建筑学（Architecture）代码：02056. 土木工程（Civil Engineering）代码：02067. 水利工程（Hydraulic Engineering）代码：02078. 化学工程（Chemical Engineering）代码：02089. 材料科学与工程（Material Science and Engineering）代码：020910. 航空航天工程（Aerospace Engineering）代码：0210三、人文社会科学类1. 哲学（Philosophy）代码：03012. 经济学（Economics）代码：03023. 法学（Law）代码：03034. 教育学（Education）代码：03045. 文学（Literature）代码：03056. 历史学（History）代码：03067. 管理学（Management）代码：03078. 心理学（Psychology）代码：03089. 社会学（Sociology）代码：030910. 新闻传播学（Journalism and Communication）代码：0310四、医学与健康类1. 基础医学（Basic Medical Sciences）代码：04012. 临床医学（Clinical Medicine）代码：04023. 口腔医学（Dental Medicine）代码：04034. 公共卫生与预防医学（Public Health and Preventive Medicine）代码：04045. 中医学（Traditional Chinese Medicine）代码：04056. 药学（Pharmacy）代码：04067. 护理学（Nursing）代码：04078. 医学影像学（Medical Imaging）代码：04089. 康复医学（Rehabilitation Medicine）代码：040910. 生物医学工程（Biomedical Engineering）代码：0410五、艺术与设计类1. 美术学（Fine Arts）代码：05012. 设计学（Design）代码：05023. 音乐学（Music）代码：05034. 舞蹈学（Dance）代码：05045. 戏剧与影视学（Theatre, Film and Television）代码：05056. 摄影（Photography）代码：05067. 书法（Calligraphy）代码：05078. 雕塑（Sculpture）代码：05089. 工艺美术（Arts and Crafts）代码：050910. 服装设计与工程（Fashion Design and Engineering）代码：0510六、军事学类1. 战略学（Strategic Studies）代码：06012. 战术学（Tactical Studies）代码：06023. 军事指挥学（Military Command）代码：06034. 军事后勤学（Military Logistics）代码：06045. 军事装备学（Military Equipment）代码：06056. 国防科技（National Defense Technology）7. 军事训练学（Military Training）代码：06078. 军事历史学（Military History）代码：06089. 军事心理学（Military Psychology）代码：060910. 军事法学（Military Law）代码：0610七、交叉学科类1. 生物信息学（Bioinformatics）代码：07012. 纳米科学与技术（Nanoscience and Technology）代码：07023. 金融工程（Financial Engineering）代码：07034. 能源科学与工程（Energy Science and Engineering）代码：07045. 智能科学与技术（Intelligence Science and Technology）代码：07056. 数据科学与大数据技术（Data Science and Big Data Technology）代码：07067. 空间科学与技术（Space Science and Technology）8. 材料基因工程（Material Genome Engineering）代码：07089. 环境科学与工程（Environmental Science and Engineering）代码：070910. 计算社会科学（Computational Social Science）代码：0710八、体育学类1. 体育教育训练学（Physical Education and Training）代码：08012. 运动人体科学（Sports Human Science）代码：08023. 运动康复（Sports Rehabilitation）代码：08034. 社会体育指导与管理（Social Sports Guidance and Management）代码：08045. 体育赛事管理（Sports Event Management）代码：08056. 体育新闻与传播（Sports Journalism and Communication）代码：08067. 体育休闲与旅游（Sports Leisure and Tourism）代码：08078. 武术与民族传统体育（Martial Arts and Traditional National Sports）代码：08089. 运动训练（Sports Training）代码：080910. 体育产业管理（Sports Industry Management）代码：0810九、语言学类1. 汉语言文学（Chinese Language and Literature）代码：09012. 外国语言文学（Foreign Languages and Literatures）代码：09023. 语言学及应用语言学（Linguistics and Applied Linguistics）代码：09034. 翻译学（Translation Studies）代码：09045. 对外汉语教学（Teaching Chinese as a Foreign Language）代码：09056. 语音学与语音识别（Phonetics and Speech Recognition）代码：09067. 计算语言学（Computational Linguistics）代码：09078. 修辞学（Rhetoric）代码：09089. 文艺理论（Literary Theory）代码：090910. 比较文学与世界文学（Comparative Literature and World Literature）代码：0910。

泛义动词“做、干、弄、搞”的对外汉语教学研究II摘 要泛义动词在现代汉语里是较为特殊的一类动词，特殊之处体现为它的词汇意义己经泛化，且不与某一具体动作行为相互联系。

泛义动词在句法表现和宾语搭配方面与普通动词也有一些区别。

泛义动词的特殊性质给学生在学习时带来了许多困惑。

所以，重视泛义动词的研究很有必要。

“做、干、弄、搞”在对外汉语教学中，使用偏误率较高，是重难点。

其语义抽象，用法复杂，对于汉语学习者来说，完全掌握较难。

在学术界，能直接用于指导泛义动词教学的成果十分有限。

因此，本文注重以下五项工作：（一）整理前人成果，作为本文基础。

（二）从本体角度探索 “做、干、弄、搞”。

在此基础上，分别从语义、用法、语体三个层面上对比了这四个泛义动词的用法差异。

（三）教学情况分析。

本文从对外汉语教材中”做、干、弄、搞”的用法和分布及HSK 动态作文语料库真实的偏误语料两方面入手，调查分析后，综合分析 “做、干、弄、搞”的教学情况。

（四）将碎片化教学理论融入 “做、干、弄、搞”的教学中，再通过一些案例进行分析，为之后对外汉语教学提供帮助。

（五）通过从本体到语料的分析，本文从泛义动词的教学原则、教学方法两方面探讨了泛义动词的教学策略，并且指出泛义动词的学习方法，为对泛义动词教学提供一定参考。

（六）本文针对母语为英语的高级留学生。

因为，泛义动词的共性和区别用法在高级阶段才会着重体现。

学生在学习汉语的初级阶段，由于学生的汉语水平较低，其学习重点在于日常简单的汉语知识，没有专门研究“做、干、弄、搞”这四个词如何学以及如何教的必要。

在用到的语料库中录入的大都是高级汉语水平的学生产生的偏误。

因此，本文针对的人群为英语为母语的高级留学生。

影响学生对泛义动词运用的因素可能是多方面的，有自身英语产生的负迁移、汉语教材、方面的因素，还有教学上存在的某些缺失和不足等。

在今后教学实践中，教师要正确引导学生，相关部门应积极完善教材，学生应该使用科学的学习方法，这样才能提高教师的教学水平及学生的学习能力。

对外汉语教学中形容词重叠式及其偏误分析摘要：形容词重叠是汉语的一种常见的语法现象。

文中主要是对汉语形容词重叠式进行研究分析，包括汉语形容词重叠式的类型、条件、句法功能、语法意义等方面的研究，同时对对外汉语教学中的偏误进行分析，并找出相应的教学对策，以期对以后在对外汉语教学中对于汉语形容词重叠式的教学能有所帮助。

关键词：形容词重叠式；偏误；对外汉语教学；教学对策Adjective Overlapping and Its Error Analysis in TeachingChinese as a Foreign LanguageAbstract: Adjective overlapping is one of the most important expression in the grammar of modern Chinese. This paper is mainly to research and analysis on Chinese adjective overlapping, including the study of Chinese adjective reduplication types, conditions, voice changes, syntactic function, grammatical meaning. At the same time trying to analysis the errors that foreigners make in Teaching Chinese as a foreign language, and finding out the corresponding teaching strategies.Key words:Chinese adjectives overlap, errors, teaching Chinese as a foreign language, teaching strategy目录一、汉语形容词重叠的类型和条件 (3)（一）汉语形容词重叠的类型 (3)（二）汉语形容词重叠的条件 (6)二、汉语形容词重叠的语音变化 (6)（一）AA的变调 (6)（二）ABB式形容词叠音后缀BB的语音变化 (7)（三）AABB的变调 (7)（四）A里AB式变调 (7)三、汉语形容词重叠的句法功能、语法意义、语用功能 (8)（一）汉语形容词重叠的句法功能 (8)（二）汉语形容词重叠的语法意义 (8)（三）汉语形容词重叠的语用功能 (9)四、对外汉语教学中汉语形容词重叠的偏误类型及原因 (10)（一）重叠形容词前加程度副词 (11)（二）AABB式重叠与ABAB式重叠混淆 (11)（三）重叠形容词前加“有点” (12)（四）形容词重叠式后面与“着”、“了”、“过”连用 (12)（五）形容词重叠式不能直接用否定副词“不”来否定 (13)（六）缺少“的”、“地”、“得” (13)（七）重叠残缺和赘余 (14)五、对外汉语教学对策 (14)（一）针对形容词重叠式本身的对策 (14)（二）教学原则的选用 (15)（三）教材的编写和选用 (15)（四）对外汉语教师素质的基本要求 (16)（五）从留学生角度分析出的对策 (16)注释： (18)参考文献： (19)汉语形容词重叠是汉语的一大特色，重叠的类型繁多，语音变化多样，对于外国留学生来说，是学习过程中的一大难点。

四级作文写信给想在中国教英语的人全文共3篇示例，供读者参考篇1Dear friend,I hope this letter finds you well. I have heard that you are interested in teaching English in China, and I wanted to share some insights and advice with you.Teaching English in China can be a rewarding and enriching experience. It not only allows you to share your knowledge and skills with others but also provides you with the opportunity to immerse yourself in a new culture and language. China's growing economy and global influence have made English a highly sought-after skill, and there is a high demand for English teachers in the country.The teaching experience in China can vary greatly depending on where you are located. Big cities like Beijing and Shanghai offer a more modern and cosmopolitan experience, while smaller cities and rural areas provide a more traditional and authentic glimpse into Chinese life. Before you make a decision, it isimportant to research different cities and regions to find the best fit for you.When looking for teaching opportunities in China, there are several avenues you can explore. Many schools and language institutes in China hire foreign teachers, and there are also programs like the English Language Fellow Program and the Fulbright Program that offer teaching positions in the country. It is important to do thorough research and choose a reputable institution that will provide you with support and resources during your time in China.In terms of qualifications, most schools in China require English teachers to have a bachelor's degree and a TEFL (Teaching English as a Foreign Language) certificate. Some institutions may also require previous teaching experience or a higher level of education. It is important to check the specific requirements of the school or program you are applying to and make sure you meet their criteria.Living and working in China can be a challenging but rewarding experience. You will have the opportunity to meet new people, try new foods, and explore a rich cultural heritage. It is important to keep an open mind and be flexible in your approach to teaching and living in a new country.If you decide to pursue a career in teaching English in China, I wish you the best of luck on your journey. It will be a rewarding experience that will enrich your life in countless ways. If you have any questions or need further advice, please feel free to reach out to me.Best regards,[Your Name]篇2Dear friend,I hope this letter finds you well. I have recently come across your interest in teaching English in China, and I wanted to reach out to you to share some information and offer some advice.Teaching English in China is a rewarding experience that offers a unique opportunity to immerse yourself in a rich and diverse culture while sharing your knowledge and skills with eager students. There is a high demand for English teachers in China, and as a result, there are many job opportunities available for qualified individuals.To teach English in China, you will need to have a bachelor's degree and a TEFL (Teaching English as a Foreign Language)certification. Some schools and organizations may also require previous teaching experience or fluency in Mandarin Chinese, although this is not always necessary.The benefits of teaching English in China are numerous. Not only will you have the chance to travel and explore a fascinating country, but you will also gain valuable teaching experience that can enhance your resume and open up new opportunities in the future. Additionally, many schools offer competitive salaries, accommodation, and other benefits to foreign teachers.I would recommend researching different schools and programs in China to find the best fit for your interests and qualifications. There are many reputable organizations that can help you secure a teaching position and provide support throughout your time in China.If you decide to pursue a teaching opportunity in China, I would advise you to be open-minded, flexible, and prepared for cultural differences. Teaching in a foreign country can be challenging at times, but it is also incredibly rewarding and can lead to personal and professional growth.I wish you the best of luck in your pursuit of teaching English in China. If you have any questions or need further advice, pleasedo not hesitate to reach out to me. I am more than happy to help in any way that I can.Sincerely,[Your Name]篇3Dear potential English teacher in China,First of all, I want to warmly welcome you to consider teaching English in China. It is an incredible opportunity to not only share your language skills but also to immerse yourself in a completely different culture.Teaching English in China can be a rewarding and enriching experience. You will have the chance to connect with students of all ages and backgrounds, helping them improve their language skills and broaden their horizons. The demand for English teachers in China is continuously increasing, so you will have plenty of job opportunities to choose from.As a foreign English teacher in China, you will be able to explore the country and its rich cultural heritage. From the bustling city of Beijing to the picturesque landscapes of Guilin, there is so much to see and do in China. You will have the chanceto try delicious food, learn about traditional customs, and make lifelong memories with new friends.Living and working in China may present some challenges, such as language barriers and cultural differences. However, these obstacles can be overcome with an open mind, patience, and a willingness to adapt. The experience of teaching English in China will undoubtedly help you grow as a person and develop valuable skills in communication, problem-solving, and cultural awareness.In terms of logistics, there are several requirements for teaching English in China. You will need a Bachelor's degree, preferably in English or Education, as well as a TEFL or TESOL certification. It is also helpful to have some teaching experience, although it is not always required. Additionally, you will need to obtain a work visa and residence permit to legally work in China.Overall, teaching English in China is a unique and unforgettable experience that can open up new opportunities and perspectives. If you are passionate about education, language, and cultural exchange, then I strongly encourage you to consider teaching in China. It is a decision that you will not regret.I wish you the best of luck on your journey to becoming an English teacher in China. May this experience bring you joy, growth, and fulfillment.Sincerely,[Your Name]。

对外汉语 ap中文项目简介
对外汉语（Teaching Chinese as a Foreign Language）是指
在非汉语国家或地区，为了满足非华裔学习者的汉语学习需要，开
设的汉语教学课程。

对外汉语教学的目标是让学习者掌握汉语的听、说、读、写能力，了解中国的语言、文化、历史和风土人情。

在对
外汉语教学中，教师需要根据学生的不同母语背景和学习需求，设
计灵活多样的教学内容和方法，以提高学生的汉语水平和文化素养。

AP中文项目是指Advanced Placement Chinese Program，是美国大学理事会（College Board）开设的一项高中课程，旨在帮助学
生在高中阶段深入学习汉语并参加AP中文考试。

这个项目旨在培养
学生的听、说、读、写四项技能，并帮助他们更好地理解中国文化
和社会，为将来进入大学或从事相关工作做好准备。

AP中文项目的课程设置包括语言运用、阅读理解、写作表达和
文化交流等方面的内容，要求学生具备一定的汉语基础，通过学习
进一步提高语言能力，为将来参加AP中文考试做好准备。

学生在完
成AP中文课程后，可以选择参加AP中文考试，根据考试成绩可能
获得大学学分。

总的来说，AP中文项目旨在帮助学生在高中阶段系统学习汉语，为他们未来的学术和职业发展打下坚实的语言和文化基础。

同时，
通过学习AP中文课程，学生也能更深入地了解中国和中国文化，促
进不同文化之间的交流和理解。

帮助外来学生学习中文的相关英语作文全文共3篇示例，供读者参考篇1Helping Foreign Students Learn ChineseLearning Chinese as a second language can be a challenging task for many foreign students. With its complex characters, tones, and grammar rules, Chinese may seem overwhelming at first. However, with the right guidance and support, foreign students can overcome these difficulties and become proficient in the language.There are several ways in which educators and language instructors can help foreign students learn Chinese more effectively. One of the most important strategies is to create a supportive and inclusive learning environment. This includes providing students with ample opportunities to practice their language skills, encouraging them to speak and write in Chinese, and fostering a sense of community among learners.In addition to a supportive learning environment, incorporating technology into the classroom can also enhance foreign students' learning experience. Online resources,multimedia tools, and interactive language apps can all help students improve their Chinese language skills and make learning more engaging and enjoyable.Moreover, language instructors can employ a variety of teaching techniques to cater to the diverse needs of foreign students. These may include using visual aids, incorporating games and activities into the lessons, and providing individualized feedback and support to help students overcome their specific language challenges.Furthermore, introducing cultural elements into the curriculum can also help foreign students better understand the context in which the Chinese language is used. This may involve teaching students about Chinese customs, traditions, and history, as well as incorporating Chinese music, films, and literature into the lessons.Overall, by creating a supportive learning environment, incorporating technology into the classroom, using a variety of teaching techniques, and introducing cultural elements into the curriculum, educators and language instructors can help foreign students learn Chinese more effectively. With dedication, hard work, and the right guidance, foreign students can becomeproficient in the Chinese language and gain a deeper understanding of Chinese culture.篇2Helping international students learn ChineseIntroductionWith the rapid development of globalisation and the increasing importance of China in the world economy, learning Chinese has become more and more popular among international students. However, due to the complexity of the Chinese language, many students find it challenging to grasp the language effectively. In this article, we will discuss some effective ways to help international students learn Chinese more efficiently.Creating a conducive learning environmentOne of the key factors in helping international students learn Chinese is to create a conducive learning environment. This includes providing them with the necessary resources such as textbooks, dictionaries, and language learning software. In addition, it is essential to immerse students in aChinese-speaking environment to help them practice the language in real-life situations. This can be achieved byorganising language exchange programmes, cultural events, and language immersion programmes.Utilising technology for language learningTechnology has revolutionised the way we learn languages. There are numerous language learning apps, websites, and software available that can help international students learn Chinese more effectively. These tools can provide interactive lessons, pronunciation practice, vocabulary building exercises, and even real-time language practice with native speakers. By incorporating technology into the language learning process, students can enhance their learning experience and make rapid progress in acquiring Chinese language skills.Providing individualised supportEach student has their learning style and pace, so it is crucial to provide individualised support to help international students learn Chinese effectively. This can be achieved by offering personalised tutoring sessions, conducting regular assessments to track progress, and identifying areas of weakness that need improvement. By tailoring the learning experience to meet the needs of each student, they can receive the necessary support and guidance to succeed in learning Chinese.Encouraging active engagement in language learningTo help international students learn Chinese more efficiently, it is essential to encourage them to actively engage in the language learning process. This can be achieved by organising interactive language learning activities, such as group discussions, role-plays, language games, and cultural immersion experiences. By creating a dynamic and engaging learning environment, students can develop their language skills more effectively and build confidence in using Chinese in real-life situations.Promoting cultural understandingLearning a language is not just about mastering vocabulary and grammar; it is also about understanding the culture and customs of the country where the language is spoken. Therefore, it is essential to promote cultural understanding among international students to help them learn Chinese more effectively. This can be achieved by organising cultural events, field trips, language exchange programmes, and promoting cross-cultural communication. By fostering cultural awareness, students can gain a deeper understanding of the Chinese language and develop a stronger connection with the country and its people.ConclusionIn conclusion, helping international students learn Chinese is a rewarding and challenging task that requires dedication, patience, and innovative approaches. By creating a conducive learning environment, utilising technology for language learning, providing individualised support, encouraging active engagement in language learning, and promoting cultural understanding, we can help international students learn Chinese more efficiently and develop a strong foundation in the language. With the right support and guidance, international students can achieve their language learning goals and unlock exciting opportunities to engage with the Chinese language and culture.篇3Title: Helping Foreign Students Learn ChineseIntroductionLearning a new language can be a challenging and rewarding experience. For many foreign students, studying Chinese may seem particularly daunting due to its complex writing system and tonal pronunciation. As educators and language enthusiasts, it is essential to offer assistance andsupport to these students to help them succeed in mastering the Chinese language. In this article, we will discuss various strategies and resources that can be utilized to aid foreign students in their Chinese language studies.Cultural ImmersionOne of the most effective ways to help foreign students learn Chinese is through cultural immersion. By immersing students in the Chinese language and culture, they can develop a deeper understanding and appreciation for the language. Encouraging students to participate in cultural activities, such as Chinese New Year celebrations, traditional music and dance performances, and cooking classes can enhance their language learning experience and provide valuable insights into Chinese customs and traditions.Language Exchange ProgramsLanguage exchange programs are another valuable resource for foreign students learning Chinese. These programs connect students with native Chinese speakers who are interested in learning their native language. By engaging in language exchange sessions, students can practice their Chinese skills in a conversational setting and receive feedback from native speakers. This interactive approach to language learning canhelp students improve their pronunciation, vocabulary, and grammar while also fostering cultural exchange and mutual understanding.Online ResourcesThe internet offers a wealth of resources for foreign students learning Chinese. Online platforms such as Duolingo, Rosetta Stone, and HelloChinese provide interactive lessons, quizzes, and exercises to help students improve their Chinese language skills. Additionally, websites like and offer free online dictionaries, language learning games, and cultural resources to support students in their language studies. Utilizing these online resources can supplement classroom instruction and allow students to practice Chinese at their own pace.Tutoring and Language PartnersAnother effective strategy for helping foreign students learn Chinese is to provide tutoring and language partners. Many universities and language institutes offer tutoring services where students can receive one-on-one instruction from experienced Chinese language tutors. Additionally, pairing students with Chinese-speaking language partners can provide them with personalized support and guidance in their language studies.These individualized learning opportunities can help students overcome language barriers and develop confidence in their Chinese language skills.Cultural Competency TrainingIn addition to language skills, foreign students learning Chinese also need to develop cultural competency in order to effectively communicate and interact with Chinese speakers. Cultural competency training can help students understand the social norms, customs, and values that shape communication in China. By learning about topics such as hierarchical relationships, gift-giving etiquette, and dining customs, students can navigate social situations with cultural sensitivity and respect. Incorporating cultural competency training into Chinese language courses can enhance students' language skills and deepen their cultural understanding.ConclusionIn conclusion, helping foreign students learn Chinese requires a multifaceted approach that combines cultural immersion, language exchange programs, online resources, tutoring, language partners, and cultural competency training. By providing students with a supportive and engaging learning environment, educators can empower them to succeed inmastering the Chinese language and connecting with Chinese-speaking communities. With dedication, practice, and the right support, foreign students can achieve fluency in Chinese and embrace the rich cultural heritage of this vibrant language. Let us continue to support and inspire foreign students on their journey to language proficiency and cultural competence in Chinese.。

tefl期末考试题及答案TEFL 期末考试题及答案一、选择题：1. What does TEFL stand for?A. Teaching English as a Foreign LanguageB. Teaching English as a Second LanguageC. Teaching English for Language LearnersD. Teaching English for Linguistics答案：A. Teaching English as a Foreign Language2. Which of the following is NOT a language skill that should be developed in English language learners?A. ListeningB. SpeakingC. ReadingD. Writing答案：D. Writing3. Which teaching method focuses on the natural order of language acquisition and emphasizes listening and speaking skills?A. Grammar-Translation MethodB. Audio-Lingual MethodC. Direct MethodD. Communicative Language Teaching答案：C. Direct Method4. What is the main goal of task-based language teaching?A. To focus on grammar rules and vocabulary memorization.B. To provide practice in specific language skills.C. To develop fluency and communicative competence.D. To teach language through reading and writing activities.答案：C. To develop fluency and communicative competence.5. Which of the following is NOT a stage in the ESA (Engage, Study, Activate) lesson plan format?A. EngageB. SurveyC. StudyD. Activate答案：B. Survey二、简答题：1. 请简要说明英语教学中提供实际情境和真实交际的重要性。

翻译学院英语专业培养方案〔2021级〕一、培养目标英语专业学生经过四年本科学习,应具备扎实的英语语言根底和较全面的英语文化知识，第二外语到达初、中级水平。

英语专业注重培养学生良好的人文素质以及健全的人格和高尚情操。

按照学生兴趣并结合学院安排，英语专业分为四个培养方向：翻译、商务外语、对外汉语及国际事务。

英语专业学生应具备深厚的中西文化修养，熟悉中、英语言差异，具备专门的国际商务知识与技能、语言教学技能、熟悉相应国家/地区政治、经济、社会和文化事务。

本科毕业生将广泛效劳于政府、企事业单位、学校及跨国公司，从事专业语言效劳或广义的语言文字相关的政治、经济、文化、教学等工作。

二、培养规格和要求1、学生具有外语工作者所需的语言文化知识、专业技能与综合素质。

2、在根底阶段〔1、2年级〕应以教育部高等学校外语专业教学指导委员会英语组编制的?高等学校英语专业根底阶段教学大纲?为基准，使学生在英语语音、根底语法及听说能力上具备良好的素养，在第二学年能够在自愿根底上参加并顺利通过教育部高等学校外语专业教学指导委员会英语组组织的英语专业四级考试。

3、在根底阶段，以语言技能课为主，同时指导学生按一定比例选修全校性的公选课、素质教育选修课，以增强人文精神和科学精神。

4、在高级阶段〔3、4年级〕，按照教育部高等学校外语专业教学指导委员会英语组编制的?高等学校英语专业高年级阶段教学大纲?的具体要求，在学生通过根底阶段的训练已经掌握听、说、读、写、译等能力的根底上，进一步加强语言规律和文化知识的传授。

翻译方向将开设相应的专业课程，包括笔译、连续传译、同声传译、专题口译和专题笔译等，以提高学生的语言应用能力及翻译实践能力；商务外语将进一步加强语言规律和文化知识的传授并开设相应的商务谈判、金融学、企业管理等商务外语课程；对外汉语方向将参照原国家教委制订?对外汉语教师资格审定方法?及教育部对外汉语教师资格审查委员会办公室制订的?汉语科目考试指南?、?中国文学与中国文化科目考试指南?、?对外汉语教学课堂教案设计?的具体要求，全面学习现代汉语、对外汉语教学导论等课程，也将学习中国文化面面观等课程；国际事务方向将开设相应的国际事务知识及区域研究系列课程，包括美国研究、欧洲研究、东亚概况等。

南京大学海外教育学院汉语学习项目介绍2006-2007Chinese Language ProgramsThe Institute of International Students Nanjing University1．学校及学院简介Brief Introduction南京大学Nanjing University在中国大学中排名前五名的大学之一百年名校浓厚的学术氛围，优良的教学质量宽广的研究领域、齐全的专业设置。

学校现有17个学院、52个系、76各本科专业、207个硕士专业、139个博士专业、18个博士流动站所有的专业均招收留学生Is one of the top 5 universities in ChinaIs a century-old institution with outstanding facilities for teaching and researchBoasts a wide variety of research areas and fields of study. The university currently comprises 17 schools, with a total of 52 departments, 76 undergraduate programs, 207 master’s programs, 139 PhD programs and 18 post-doctoral stations.Welcomes international students to apply to any field of study南京大学海外教育学院Institute for International Students, Nanjing University从1955年开始接受外国留学生，迄今已接受了70多个国家15000多名外国留学生。

目前在校留学生1200余名提供从零起点到本科和研究生的各个层次的汉语教学，以满足各种层次学生的不同需要丰富的课程类型，优秀的教育师资，良好的学习条件。

外国人来中国教英语给他的建议作文英文全文共3篇示例，供读者参考篇1Teaching English in China can be a rewarding experience for foreigners who are willing to immerse themselves in the culture and language of this diverse country. As someone who has taught English in China for several years, I have gained valuable insights and can offer some advice to those who are considering embarking on this journey.First and foremost, it is important to be open-minded and adaptable when teaching in China. The education system and teaching methods may be different from what you are accustomed to in your home country, and it is essential to be flexible and willing to adjust your teaching style to meet the needs of your students. Additionally, being culturally sensitive and respectful will help you establish strong relationships with your students and colleagues.One of the challenges of teaching English in China is the language barrier. While many students may have a basic understanding of English, they may struggle with pronunciationand grammar. It is important to be patient and provide clear explanations, as well as plenty of practice opportunities for students to improve their language skills. Using a variety of teaching techniques, such as games, songs, and interactive activities, can make learning English more engaging and effective.Another important aspect of teaching English in China is to focus on building students' confidence and motivation. Many Chinese students may feel self-conscious about speaking English, especially in front of their peers. Encouraging students to participate in class discussions, presentations, and role-playing activities can help boost their confidence and make learning English more enjoyable. Providing positive feedback and praise for their efforts can also help students stay motivated and engaged in their studies.In addition to teaching English language skills, it is important to expose students to Western culture and customs. This can help students develop a deeper understanding of the English language and foster a greater appreciation for different cultures. Incorporating elements of Western culture into your lessons, such as discussing holidays, traditions, and popular music ormovies, can make learning English more engaging and relevant for students.Finally, it is important to take care of yourself while teaching in China. Living and working in a foreign country can be challenging, and it is important to prioritize self-care andwell-being. Maintaining a healthy work-life balance, staying connected with friends and family back home, and exploring the local culture and sights can help you recharge and stay motivated in your teaching.Overall, teaching English in China can be a rewarding and enriching experience for foreigners. By being open-minded, adaptable, and culturally sensitive, as well as focusing on building students' confidence and motivation, you can make a positive impact on the lives of your students and create lasting memories of your time teaching in China.篇2Teaching English in China: Tips for ForeignersTeaching English as a foreign language in China can be a rewarding and fulfilling experience, but it can also present its own challenges. For those who are considering moving to China to teach English, or for those who have recently arrived, I havecompiled a list of suggestions and tips to help you navigate this exciting and vibrant country.1. Understand the Cultural Differences: China has a rich cultural heritage that dates back thousands of years. It is important to take the time to learn about Chinese customs, traditions, and values. This will not only help you to understand your students better, but it will also show that you respect and appreciate their culture.2. Learn Mandarin: While many Chinese people can speak some English, it is still beneficial to learn Mandarin. Being able to speak even a few phrases in Mandarin will help you to communicate with your colleagues, students, and locals. It will also show your dedication to immersing yourself in the culture.3. Be Patient: Teaching English in a foreign country can be challenging, especially if you do not speak the native language fluently. Be patient with yourself, your students, and your colleagues. Remember that learning a new language takes time, and mistakes are a natural part of the process.4. Build Relationships: Building strong relationships with your students and colleagues is key to a successful teaching experience in China. Take the time to get to know your students on a personal level, and show an interest in their lives andinterests. This will not only make your lessons more engaging, but it will also help you to create a supportive and inclusive classroom environment.5. Use Technology: Technology is a powerful tool that can enhance your teaching experience in China. Utilize online resources, interactive whiteboards, and educational apps to make your lessons more engaging and interactive. Technology can also help you to stay connected with your students outside of the classroom.6. Stay Open-Minded: Teaching English in China will expose you to new ideas, perspectives, and ways of thinking. Stay open-minded and embrace the differences that you encounter. Be willing to adapt your teaching style to meet the needs of your students, and be open to learning from them as well.7. Explore the Country: China is a vast and diverse country with a rich history and culture. Take the time to explore your surroundings, visit local landmarks, and immerse yourself in the beauty of the country. Traveling can provide you with new insights and perspectives that will enrich your teaching experience.8. Seek Support: Moving to a new country can be overwhelming, especially if you are teaching English for the firsttime. Seek support from your colleagues, mentors, and local communities. Join online forums and groups for expats in China, and connect with other teachers who can provide guidance and advice.In conclusion, teaching English in China can be an enriching and transformative experience. By following these tips and suggestions, you can navigate the challenges of teaching in a foreign country and create a fulfilling and rewarding experience for yourself and your students. Embrace the cultural differences, stay patient and open-minded, and immerse yourself in the beauty of China. Good luck on your teaching journey!篇3Teaching English to foreigners in ChinaTeaching English to foreigners in China can be a rewarding experience, but it also comes with its own set of challenges. As a foreigner teaching English in China, there are several things you should keep in mind in order to be successful in your role. In this article, we will provide some tips and advice on how to effectively teach English to your students in China.First and foremost, it is important to understand the cultural differences between China and your home country. Chinesestudents may have different learning styles and expectations compared to students in Western countries. It is important to be patient and understanding when working with your students, and to adapt your teaching methods to suit their needs.One of the most important things to remember when teaching English in China is to be prepared. Make sure you have a lesson plan in place before each class, and that you have all the necessary materials and resources on hand. It is also a good idea to familiarize yourself with the Chinese education system and curriculum, so that you can tailor your lessons to meet the needs of your students.Another important aspect of teaching English in China is building strong relationships with your students. Take the time to get to know your students and show that you care about their progress and success. Establishing a rapport with your students will not only help to create a positive learning environment, but will also make your job more enjoyable.In addition, it is important to be culturally sensitive when working with your students. Be aware of any cultural taboos or sensitivities that may exist in China, and ensure that your teaching materials and methods are appropriate for your students. It is also a good idea to learn some basic MandarinChinese, as this will help you to communicate with your students and build a stronger connection with them.When teaching English in China, it is also important to be flexible and adaptable. Be prepared to modify your teaching methods based on the needs and abilities of your students, and be open to feedback and suggestions from both your students and your colleagues. Being willing to try new things and make changes to your teaching approach will help you to become a more effective and successful teacher.Finally, it is important to stay motivated and enthusiastic in your role as an English teacher in China. Teaching can be a challenging and demanding job, but it is also incredibly rewarding. Remember that you are making a positive impact on the lives of your students, and that your hard work and dedication are helping to shape their future.In conclusion, teaching English to foreigners in China is a challenging but fulfilling experience. By following these tips and advice, you can become a successful and effective English teacher in China and make a positive impact on the lives of your students. Good luck!。

A Brief Introduction of Teaching Chinese as a Foreign Language(TCFL) of ChinaTeaching Chinese as a foreign language (TCFL) is an integral part of China's reform and opening up drive. To promote TCFL is of strategic significance to popularize the Chinese language and culture throughout the world, to enhance the friendship and mutual understanding as well as the economic and cultural cooperation and exchanges between China and other countries around the world, and to elevate China's influence in the international community.TCFL of China began in 1950, when Tsinghua University set up a training course of Chinese language for the international students from East Europe, the first group of foreign students we received since the founding of the People's Republic of China in 1949. This training course is China's first specialized institution for teaching Chinese as a foreign language. In 1952, in line with agreements between governments, Zhu Dexi, a famous Chinese linguist along with some others went to Bulgaria to teach Chinese. This was the first time for New China to send teachers abroad to teach Chinese. Ever since then, the central government and relevant departments made great efforts to promote TCFL. From 1961 to 1964, four groups of teachers received special training for teaching Chinese abroad, and they become backbones of TCFL of China. In 1962, with the approval of the State Council, the Higher Preparatory School for Foreign Students was set up, which was renamed Beijing Language College later. It became a regular base for TCFL in China. Since early 1960s, to carry out the agreements between governments, China successively sent teachers to foreign countries to teach Chinese, including such African countries as Egypt, Mali and Congo, and Asian countries as Cambodia and Yemen, as well as France in Europe. During the Cultural Revolution (1966―1976), the TCFL drive suffered a serious setback, with Chinese students abroad coming back, teachers going abroad for TCFL withdrawn, and Beijing Language College disassembled. Since 1978, with the implementation of the reform and opening up policy, the overall national strength of China has enjoyed remarkable improvements, and the TCFL drive has accordingly entered a new era of vigorous development. In July, 1987, with the approval of the State Council, the State Leading Group for TCFL was established, involving the State Education Commission (now the Ministry of Education), the Ministry of Foreign Affairs, the Ministry of Culture, the Foreign Affairs Office of the State Council (renamed the Information Office), the Overseas Chinese Affairs Office of the State Council, the State Administration of Radio, Film and Television, the Press and Publication Administration, as well as the State Language Commission. In 1998, the leading group made adjustments to add three new member groups, namely, the State Development Planning Commission, the Ministry of Finance as well as the Ministry of Foreign Trade and Economic Cooperation. This is an indication of the government's emphasis on TCFL.Up to now, there are more than 330 colleges offering TCFL programs in China, receiving about 40,000 foreign students to learn Chinese every year. There are TCFL programs of various types and levels, and a systematic teaching series and network of TCFL have been completed. There are almost 5,000 teachers of TCFL in China. In order to ensure the quality of TCFL teachers, the Guidelines for Teacher Qualification Evaluation of TCFL was promulgated in 1990, starting the teacher qualification certificate system of TCFL. More than 2,000 teachers have obtained the certificate. In 1992, the State Education Commission (now the Ministry of Education) promulgated the Guidelines for Chinese Proficiency Test (HSK) of China to promote HSK home and abroad. There are 36 examination sites in China and 35 abroad. So far, more than 142,000 people have participated in the test.In the past 50 years, with the growing international status of China, there are more and more learners of Chinese around the world. Especially in the recent decade, Chinese teaching has been on a rapid rise in many countries and regions. In order to support Chinese teaching abroad, the Government of China has sent teachers of Chinese to more than 70 countries for 1,100 person-times from 1952 to 1999. More than 300 teachers of Chinese have been sent abroad in different ways each year. In addition, the Government also invites prestigious teachers of Chinese and foreign sinologists to visit China to have short-term academic exchanges, organizes professional training classes for the teachers of Chinese abroad, and donates Chinese books and textbooks to foreign colleges. In 1988, the World Chinese Language Teaching Society was established with 258 members. The number of the members has grown to 957 in 1999, among which 564 come from 41 foreign countries and regions. The Society has held 6 international symposiums on Chinese teaching, the first five of which were held in China, and the sixth was held in Germany in 1999, the first time ever in a foreign country. In 1993, under the support of the Government of China, the Moscow Chinese Center, the first overseas Chinese center, was established. Up to 1999, there are 5 overseas Chinese centers.TCFL has developed rapidly as a specialized subject. Since 1983, Beijing Language and Culture University (formerly Beijing Language College), Beijing Foreign Studies University, Shanghai Foreign Studies University, and East China Normal University successively offered bachelor degree programs of TCFL, aimed to train professional TCFL teachers. Some higher education institutions began to recruit students for master degree programs of TCFL. In 1999, with the approval of the State Council, the first doctoral program of TCFL was set up in Beijing Language and Culture University. The Society of TCFL of China, established in 1988, has 1,142 members and 5 branch societies. It has held 5 national symposiums up to 1999. In the field of TCFL, more than 400 textbooks of various kinds and levels have been compiled, several hundred scientific research programs completed, 3 teaching syllabuses of bachelor program of the Chinese language major, for both long-term and of short-term programs for foreign students formulated, a series of professional journals established, professional research institutions and publishing houses set up, andsymposiums of different types held. TCFL as a specialized subject has been developing in a scientific and standardized way.China's accession to WTO will further elevate the country's influence on the economic development of the world. Its rapid development has brought tremendous impetus and precious opportunities for TCFL, which will achieve more progress in the 21st century. The Chinese language will be used in more countries and regions, and it will become an important tool and bridge for the exchanges of politics, foreign affairs, economy and trade, culture, education and science and technology between countries.。

教外国朋友学中文英语作文50词全文共3篇示例，供读者参考篇1Teaching foreign friends Chinese and EnglishIn today's globalized world, learning new languages has become increasingly important. As a Chinese speaker, I enjoy helping my foreign friends learn both Chinese and English.For Chinese, I introduce them to the basics of Mandarin, such as pronunciation, tones, and basic vocabulary. I also teach them about Chinese culture and customs to help them better understand the language. When teaching English, I focus on grammar, vocabulary, and pronunciation. I often use games, songs, and movies to make the learning process more enjoyable.I believe that learning new languages not only expands one's communication abilities but also opens doors to new cultures and perspectives. By teaching my foreign friends Chinese and English, I hope to promote cross-cultural understanding and friendship.Overall, teaching languages to foreign friends is a rewarding experience. It allows me to share my language and culture whilelearning from others as well. As the world becomes more interconnected, I believe that language learning will continue to play a crucial role in fostering global understanding and cooperation.篇2Teaching foreign friends Chinese and English is a great way to promote cultural exchange and improve language skills. When teaching Chinese, it is important to start with basic greetings and common phrases, such as "ni hao" (hello) and "xiexie" (thank you). Introducing pinyin, the romanization system for Chinese characters, can also be helpful in pronunciation.When teaching English, it is important to focus on the four language skills: listening, speaking, reading, and writing. Using songs, games, and multimedia resources can make learning English more engaging and effective. For beginners, teaching basic vocabulary and grammar structures is essential.It is also important to create a supportive and encouraging learning environment for foreign friends. Correcting their mistakes gently and providing feedback can help them improve their language skills. Encouraging them to practice outside ofclass by watching English movies, listening to English songs, and reading English books can also be beneficial.Overall, teaching foreign friends Chinese and English is a rewarding experience that can help build strong friendships and improve language abilities. By sharing our language and culture with others, we can create deeper connections and foster a greater understanding of each other's backgrounds.篇3Teaching foreign friends Chinese and EnglishAs a language enthusiast, I always enjoy helping my foreign friends learn Chinese and English. Teaching languages not only helps them communicate effectively with more people, but also broadens their cultural horizons.To start with, I usually introduce some basic phrases and vocabulary to my friends. For Chinese, I teach them simple greetings like "ni hao" and "xie xie", as well as numbers and colors. For English, I focus on everyday phrases and conversational expressions, such as "hello", "please" and "thank you".In addition to vocabulary, I also teach my friends about Chinese and English grammar. I explain the different sentencestructures and word orders in each language. I also provide them with examples and exercises to help them practice and reinforce what they have learned.To make learning more interesting and engaging, I often incorporate cultural elements into my lessons. For example, I share Chinese and English songs, movies and literature with my friends. This not only helps them improve their language skills, but also deepen their understanding of Chinese and English culture.Overall, teaching my foreign friends Chinese and English is a rewarding experience. It allows me to share my passion for languages and cultures with others, while also helping them become more proficient and confident in using Chinese and English. I will continue to support and encourage my friends in their language learning journey, and look forward to seeing them become fluent speakers in the future.。

外国语言文学一级学科Foreign Languages and Literature(学科代码：0502)外国语言文学一级学科下设三个二级学科：英语语言文学、外国语言学及应用语言学、日语语言文学，所涉及的研究领域有：语言学、文学、语言与文化、外语教育与教学、翻译理论与实践等。

根据《中华人民共和国学位条例》关于培养硕士研究生的规定和北方工业大学关于研究生工作管理规定以及教育要面向世界、面向未来、面向现代化的精神，结合本学科的特点制定本培养方案。

一、培养目标培养人才目标为：具有本学科坚实的理论基础和系统的专业知识、较高的文化素养；较强的科研创新能力，扎实的语言基本功，娴熟的外语口语表达能力和较强的外语应用能力。

毕业后在科研、教育、外事、文化、旅游、新闻出版等企事业部门成为从事教学、研究、翻译等工作的高级专门人才。

具体要求：1．思想道德：坚持党的四项基本原则，努力学习并掌握马列主义、毛泽东思想、邓小平理论和“三个代表”重要思想，具有坚定正确的政治方向；热爱祖国，遵纪守法，品德优良，身心健康；具备为社会主义现代化建设事业努力奋斗的献身精神。

2．专业知识：具有扎实的专业基础理论和较为广博的专业知识，形成系统的知识结构，丰富的学术思想。

3．科研能力：通过课程学习、文献阅读、学术交流、料资收集和论文撰写等环节，培养发现问题、解决问题的能力和创新意233识，同时培养科学的研究方法。

4．第一外语能力：具有扎实的语言基本功，较强的外语听、说、读、写、译等应用能力，能够熟练地用外语进行学术交流和论文写作。

5．第二外语：掌握一门第二外语，能够进行日常的交流并能够借助词典阅读本专业文献，以提高外语研究生语言敏感意识和进一步扩大获取原始资料的途径。

6．计算机应用：熟练掌握计算机应用技术，具有较强的运用网络信息技术的能力进行学习和研究。

7．学术素养：具有刻苦钻研的精神、严谨的科研态度、高尚的学术道德、良好的团队合作意识。

二、培养方向方向1：英语语言学以英语语言本体作为研究对象，重点是英语语言学的理论研究，主要包括英语语法学、句法学、语义学、语用学、词汇学、修辞学、词典学、文体学等学科，其理论研究强调前沿性，其应用研究对外语教学、文学篇章分析、中外文互译具有指导性。

教外国朋友汉语的英语作文英文回答：Teaching Chinese to foreign friends can be both challenging and rewarding. As a native Chinese speaker, I have had the opportunity to help my foreign friends learn Mandarin. Here are some effective strategies I have used:First and foremost, I believe it is important to create an immersive environment for language learning. This means exposing my friends to as much Chinese as possible. For example, I encourage them to watch Chinese movies or TV shows with subtitles, listen to Chinese music, and even try to have simple conversations in Chinese. This helps them to become familiar with the sounds and tones of the language.Secondly, I find that using visual aids and real-life examples can greatly enhance the learning experience. I often use flashcards with Chinese characters and their corresponding meanings or pictures. This not only helpswith vocabulary retention but also improves their understanding of Chinese culture. For instance, when teaching the word "红包" (hóngbāo), I would show them an actual red envelope used during Chinese New Year and explain the tradition behind it.Additionally, I believe in the power of repetition and practice. Learning a new language requires consistent effort, so I encourage my friends to practice speaking and writing Chinese as often as possible. I often assign them short writing tasks or ask them to record themselves speaking in Chinese. By doing so, they can gradually build up their language skills and gain confidence in using Chinese.Lastly, I always try to make the learning process fun and enjoyable. Learning a language can be daunting, but incorporating games, quizzes, and interactive activities can make it more engaging. For example, I would organize a Chinese-themed trivia night or play a game of charades using Chinese words. This not only helps to reinforce what they have learned but also creates a relaxed and enjoyableatmosphere for language practice.中文回答：教外国朋友学习汉语既有挑战性又有回报。