Research On The Application Of Super Language Practice In One-to-one Teaching Of International Chinese Educatio

In recent years,with the deepening of cross-cultural communication,the boundaries of language communication methods have gradually been broken.In terms of language education policies for foreign students in China,in 2020,the Ministry of Education and other departments issued the "Opinions on Accelerating and Expanding the Opening up of Education in the New Era",which further emphasizes the need to continuously enhance the international discourse power of domestic universities through the creation of characteristics of the teaching level of foreign students in China,Establish a more distinctive disciplinary system.As an important tool for foreign students in language cognitive transformation,the practice of translanguaging teaching has attracted the attention of scholars in linguistics,education,and other fields.This study takes the one-on-one course design of Chinese as a foreign language as an example,and with the support of theoretical foundations such as translanguaging theory and cross-cultural communication theory,conducts research on the application of translanguaging practice in teaching Chinese as a foreign language based on classroom design,pointing out the characteristics and advantages of translanguaging practice in teaching Chinese as a foreign language Through the research design,this paper summarizes the achievements and shortcomings of translanguaging practice in one-on-one classroom teaching of Chinese as a foreign language,and based on the research findings,puts forward research suggestions from the perspectives of students’ awareness of interactive communication in translanguaging practice,teachers’ level,and other aspects.Finally,the conclusions of this study are as follows:(1)In the one-to-one classroom teaching of Chinese as a foreign language,translanguaging practice is widely used.Both teachers and students agree with the use of translanguaging practice in Chinese class,and give positive answers to its effect.(2)In the one-to-one classroom teaching of Chinese as a foreign language using translanguaging practice,it is found through classroom observation that this teaching mode is conducive to the understanding and dissemination of Chinese culture,promotes students’ understanding of Chinese knowledge,and improves the efficiency of classroom teaching.It is helpful to relieve students’ learning anxiety.(3)However,there are still some shortcomings in the one-on-one classroom teaching of Chinese as a foreign language in the practice of translanguaging.Compared to the rabbit,students’ interactive awareness in the practice of translanguaging is limited by traditional teaching methods,and their awareness of initiative is lacking.Teachers’ proficiency in the practice of translanguaging teaching is insufficient.Based on these two issues,effective improvement is needed.Aiming at the problems in front of the goal,this paper puts forward suggestions for the application of translanguaging practice in teaching Chinese as a foreign language,including improving teachers’ level of translanguaging practice and students’ initiative to transcend beyond language practice,translanguaging practical student-type,and using translanguaging Practical classroom design methods,and put forward countermeasures for foreign language teaching to better serve the practice of translanguaging.Overall,this study not only enriches and develops the theoretical research results related to the application of translanguaging practice in teaching Chinese as a foreign language in the classroom,but also provides research suggestions for the research and design of translanguaging practice in teaching Chinese as a foreign language in the classroom.It is also of reference value for the current teaching of Chinese as a foreign language in higher education in China.Therefore,this study has certain research value.