| Thailand is a typical example where "Chinese fever" took place in the recent years.However, teaching material and teachers are two bottlenecks in the process of the"walking-out" of Chinese teaching. To solve these two problems in Chinese teaching inThailand with the help of "localization" is the focus of the study as well as practice. Thispaper uses Contrastive Analysis and Error Analysis to analyze the differences betweenChinese and Thai in order to find the emphases and difficulties for Thai students in theaspect of Chinese pronunciation, vocabulary, grammar, and Chinese characters. The resultsof the analyses will be the basis for the compilation of "localized" material in Thailand.While solid knowledge of the language is the main focus, much attention is also paid topragmatic knowledge.The comparison between Chinese and Thai culture can helpeliminate the difficulties in cross-cultural communication. Volunteer Chinese teachers arethe forerunners of cross-cultural communication. The localization of these volunteers isclosely related to teaching. Therefore, it is of great importance to know the culturaldifferences and to develop the awareness of cross-cultural communication. The training oflocal teachers in Thailand is the key to enhancing the teaching quality. During the teachingpractice, the positive interactions between local teachers and the volunteers can bring manybenefits. On this basis, the author advocates a mechanism of "mutual assistance in smallareas", promoting the development of teachers with the front-line teachers as the drivingforce of localization, which forms a virtuous circle. The front-line teachers as the mainforce, the theoretical studies by Chinese and Thai scholars, and the cooperation betweenChinese and Thai governments altogether play important roles in finding the policy for thelocalization of Chinese teaching in Thailand. The policy also sets a good example to thelocalization of Chinese education in other countries. |
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