A Survey Of Chinese Input And Output Of Bangladesh Students In Non - Chinese Language

Both input and output can’t be ignored in Chinese language learning. The question about Chinese input and output has not been answered to the full. The research on Bangladesh students’ input and output of Chinese language has hardly been found. There is an urgent need for pioneers. To inquire into the present situation and reasons of the Bangladesh students’ negactive action in their Chinese language using by looking into the situation of the input and output of the students’ in the four main Chinese language teaching organization.A questionnaire survey was conducted a large sample of Chinese input and output of Bangladeshi students in class and after class from the teacher and the students, in class and out of class point of view, in addition, as a supplement to the questionnaire survey, the Bangladeshi students Chinese input and output conducted interviews.In non-Chinese environment, the Chinese input for the students in the class of Bangladesh obtained higher quality Chinese input method is pretty reasonable, the input of Chinese students in class in good condition. The Bangladeshi students are not active in Chinese language output. After class, the way Bangladesh students get Chinese language input is mainly written language input, which is mainly from Chinese languang textbooks and mainly through the previewing and reviewing in which the students have showed a negative attitude. After class, Bangladesh students are active on Chinese written language output while they are not active on Chinese spoken language output.The causes from the aspects of teachers, mainly have the following several points.The work the Chinese language teachers in Bangladesh do to follow the principle of taking students as the center of the work is not enough. The Chinese language teachers are lack of teaching language plans. Affective filter of the teaching method used by teachers is high, is not conducive to the acquisition of language.The Chinese teaching input method is relatively single.21%Bangladesh Chinese teachers’ teaching about cultural explanation is not sufficient in class. "Listening" and "Speaking" have not been paid enough attention in test which has an important guiding role in language learning. From the student perspective, the students lack of universal input. Students are not fully aware of the Chinese language form. Teachers and students do not pay enough attention to the non-natural input. The force and pressure students get from class or society is not enough. Bangladesh students do not pay enough attention to the learning strategy of previewing and reviewing. The available resources about Chinese language learning is not enough. The offer from the teachers are not enough in amount.