Morrison’s Research On Chinese Language Teaching And Its Implications For International Chinese Language Education

Based on the identity of Morrison’s international Chinese teachers,this dissertation takes A Grammar of the Chinese Language and A dictionary of the Chinese language as the research objects,mainly examines Morrison’s view of grammar teaching,Chinese character teaching,and teaching material compilation philosophy,and analyzes the revelation of his view of Chinese language teaching to modern international Chinese education.The first chapter describes the background,current situation,and significance of the study.Scholars have not analyzed much about the grammatical teaching viewpoint of A Grammar of the Chinese Language,and not much has been written about the perspective of teaching Chinese characters in the A dictionary of the Chinese language.Based on this,this dissertation identifies the direction and necessity of the study.The second chapter systematically analyzes Morrison’s view of grammar teaching and grammar teaching methods based on A Grammar of the Chinese Language.Morrison’s view of grammar teaching is to teach grammar with words as the core,to teach grammar with application as the guide,to focus on cultural interaction in grammar teaching and to summarize grammar laws.Chapter 3 examines the view of teaching Chinese characters in A dictionary of the Chinese language,summarizing the gains and losses in the dictionary in terms of example sentence selection,word enumeration,corpus characteristics,and whether it is conducive to international Chinese language teaching.Morrison’s view of teaching Chinese characters is character-based and word-based,focusing on learners’ current Chinese teaching contexts and relating Chinese characters to their cultural connotations.This paper analyzes five major principles of Morrison’s character-based and word-based teaching from the perspectives of the semantics,hierarchy,and construction of words.Chapter 4 compares the relationship between A Grammar of the Chinese Language and A dictionary of the Chinese language,arguing that the former is the pavement and foundation of the latter,while the latter is the refinement and expansion of the former,and that the two are coherent and share common features in the view of Chinese language teaching.This part seeks to analyze the changes in the philosophy of writing Morrison’s textbooks from a developmental perspective.Chapter 5 begins with a systematic organization of Morrison’s teaching practice experiences.Based on these teaching experiences,the author synthesizes and summarizes Morrison’s view of Chinese language teaching and its revelations for international Chinese language education.Revelation 1: We should balance oral and written language teaching and increase written language dissemination;international Chinese language education and culture teaching should integrate new topics of reality.Revelation 2: Comparative teaching should expose the essence of differences,and should pay attention to the value of traditional Chinese monastic content in modern Chinese teaching.Revelation 3: Focus on the synthesis of teaching materials and enrich the corpus of teaching materials.Insight 4: Cultural interaction work should change the subjective arbitrariness of cultural teaching contents in the classroom and bridging the old and new cultural contents.Chapter 6 assesses the practical value of Morrison’s view of Chinese language teaching and summarizes the conclusions in several aspects.First,teachers should pay attention to the problem of grammatical contrast and use positive transfer for teaching;pay attention to language pragmatics and find the practical applicability angle of language in connection with the actual local Chinese;establish the awareness of co-occurrence and ephemeral contrast and improve the utilization rate and recurrence rate of example sentences;pay attention to cultural interaction and adopt an interactive teaching mode for language and culture;and also cultivate students’ awareness of grammar law summary.Second,teaching should adhere to both wordbased and lexical-based approaches and pay attention to the actual teaching context.Conclusion 3 is a summary of the teaching contents,methods,and materials development.