A Survey And Contrastive Research On The Teaching Situation Of Local Chinese Language Teachers And Chinese Language Teachers From China In Burundi University’s Confucius Institute

With the rise of China in the world,the teaching of Chinese has gradually changed to International Chinese Language Teaching.At present,nearly every country in the world offers Chinese courses within the scope,and many people regard Chinese as the second language they most want to learn.Hence,many people are paying attention to its teaching.With the complexity and diversity of its teaching methods,environment,and objects,the rapid development of Chinese teaching and its image are being affected by a new direction—that is,teaching by Chinese and local teachers,the former being a Chinese;native-Chinese speaker,the latter being non-Chinese;non-native Chinese speaker.Therefore,Chinese is changing people’s perception of its difficulty for a long time.What different learning experiences are brought to students? What are their differences and similarities?How do students perceive their different identities and their ability to influence students’ spirituality? How should they really teach in order to improve the status and quality of their Chinese education to make Chinese teaching more effective,and other issues that do not allow people to sit idly appear especially when thinking from the perspective of students.But,despite this,few people go to study and understand these issues,leading to relative research to be quite weak.In response to the above questions,I investigated the teaching situation of local and Chinese teachers in Confucius Institute of Burundi University based on International Chinese Language Teacher Standards formulated by Hanban and Chinese Language Teaching Theory and found that;in contrast to their Chinese counterparts,local teachers use a lot of medium language.In terms of language knowledge and skills classification,local teachers are more inclined to explain language knowledge,while Chinese teachers prefer to explain language skills content.The classroom discipline of Chinese teachers is better than that of local teachers.The classroom management of local teachers is a bit loose.Chinese teachers use "presentation behavior" as their main teaching behavior,but local teachers mainly focus on "listening behavior",there is resources shortage in the teaching preparation of two groups of teachers,both teachers have few cultural factors in teaching Chinese as a foreign language.I suggest to adjust the frequency and ratio of medium language use,when communicating with students use language flexibly,strengthen cultural teaching,start cooperation between the local and Chinese teachers to learn from each other,so as to promote Chinese teaching in Burundi.