A Case Study Of Teaching Chinese As A Foreign Language Based On Problem Solving

The study of teaching Chinese as a second language dates back to the1950s,which was established on the integration of the theory of second languageacquisition established by Chomsky and Krashen and Chinese educationalenvironment. After years of researching and exploration, great accomplishmentshave been achieved. When these theoretical findings are applied to classroomteaching of TCSL, it is of great help to improve the teaching quality. Based on suchtheories as teaching methodology of TCSL, second language acquisition,psycholinguistics and educational psychology, this study embraces the following fiveaspects: questioning in classroom teaching, language teaching, language repetition,task-based method and effective teaching by using literature method, interviewmethod, classroom observation and case study. Questioning is common in classroomteaching, but it plays an essential role. Whether it is applied properly or not affectsstudents’ classroom performance. Hence, teachers should pay great attention to it soas to promote their classroom teaching. Language teaching and language repetitionare the basis for every subject. In language teaching, they are especially significant.If they are neglected, students would have great difficulty in their further study.Task-based method is one of the most popular teaching methodologies, which canhelp students familiarize the context of the language and boost classroomachievements. This paper carries out case studies on specific classroom teaching andfocuses on the pros and cons in the application of the relevant theories with the emphasis on the analysis of the problems. After a thorough discussion, this paperattempts to offer some solutions to these problems with the hope of shedding somenew light on TCSL.