Research On The Vietnamese Children’s Acquisition Of Chinese Language

In this paper, on the basis of previous research achievements, guided bythe theories about teaching Chinese as a foreign language, I did a research onthe Vietnamese children’s acquisition of Chinese language, including thelearners’ social and educational background, status of teachers, teachingmaterials etc., and put forward some suggestions accordingly.With respect to the current situation, lots of difficulties still exist both inChinese language teaching and Chinese language learning in Vietnam. Themain difficulties are as follows：Firstly, and also the most impotrant one, it is the serious lack of Chineselanguage teachers either in terms of quantity or quality aspect. ManyVietnamese universities have Chinese Language Department, but the quantityof the trained teachers is not too much.Secondly, Chinese textbooks have not been unified. Each school hasused different Chinese textbooks. Although most textbooks are selected fromPeking University Press, Beijing Language and Culture University Press,National Taiwan Normal University Press, but the choices of the specifictextbooks are diverse.Thirdly, the universities haven’t issued any well defined rules or testingstandards on what level a Chinese language graduate should reach.Preliminary analyses have been obtained from the existing circumstancesin which the Vietnamese children are learning Chinese, and herein, some ofmy main proposals are offered as below: 1.The word range should be limited in everyday Chinese vocabulary, letstudents master their basic meanings and main usages, and then try to quicklyorganize them into their own words so that students can blurt out and give atimely response.2.Teachers should help students translate their knowledge into practicalcommunicative competence as much as possible, and help them have simplequestion-and-answer practices and make brief statements on their familiartopics. In this way, students are able to speak out simple sentences, and thengradually into expression of segments, forming a natural reaction step by step.3.Concerning the cultural adaptation ability, teachers should helpstudents experience the profound Chinese culture while learning Chineselanguage in order to reinforce students’ knowledge of Chinese culture and tohelp students speak Chinese not only correctly, but also pretty well.4.According to the Vietnamese children’s characteristics of acquisition ofChinese pronunciation, vocabulary and grammar, teachers should adopt avariety of rich and colorful teaching skills. For learners at different stages, thesame teaching method may be embodied in varied ways. However,"non-fixedteaching methods" doesn’t indicate “teaching without teach law". In theteaching process, teachers should follow some basic principles, such as"paying attention to the interaction between teachers and students","setting upstudents-centered learning environment"", creating more joy of learning andexperiencing Chinese language" and so on.