A Research On The Business Chinese Curriculum Of Mae Fah Luang University In Thailand

The use of specialized Business Chinese Language Education has become much more important in regards to domestic Mainland trade as well as international trade. It is necessary to foster Chinese connections within China. Within the past decade, Asian countries have experienced tremendous growth and development through organizations such as ASEAN and AEC. China has been working with these groups and developing international trade between many Asian countries. Due to unique geographical advantages in Northern Thailand, the Yunnan region has flourished. Other regions experiencing surging trade include Chao Zhou and Ke Jia areas. Thai-Chinese trade will continue as infrastructure improves.Research conducted at Mae Fah Luang University in Northern Thailand shows Business Chinese is the hot topic. Using questionnaires to conduct surveys as well as on-site observations, this study observes how third and fourth year students interact with Business Chinese education. This research will investigate the current condition of Business Chinese teaching and identify any possible problems that arise. Analyzing the findings in relation to various educational theories, looking at the teaching materials’ effectiveness, and teaching methodologies are crucial towards developing a practical way to teach Business Chinese. This study aims to compare findings gathered by questionnaire surveys and on-site interviews. With more insight into the problems surrounding Business Chinese learning, practical solutions will be developed.The work is divided into five parts. The first chapter offers an introduction explaining the background of the research and its significance in relation to the development of Business Chinese teaching in Thailand. This section also details the research’s purpose and content along with the main ideas and methodology. The second chapter is a review of literature/resource being currently used. This section examines the Chinese teaching practices in Thailand. Business Chinese teaching will be thoroughly examined and an in-depth overview will be given. The third chapter provides a detailed profile of the Mae Fah Luang University Business Chinese Teaching philosophy. This section looks at the Mae Fah Luang University Business Chinese teaching establishment and development. The teaching philosophy and curriculum will also be examined. In the fourth chapter, the author analyzes the student and teacher questionnaires and their corresponding interviews. The fifth chapter will address the problems facing the Mae Fah Luang University Business Chinese program. Finally, the author will propose suggestions for future improvement (Curriculum unreasonable, Teaching methods, Teacher resources, Materials selection, and Chinese Learning Environment). Mae Fah Luang University Business Chinese department will hopefully continue to look at the root of their problems and handle them succinctly and professionally.