Teaching Chinese as a Second Language: Theory and Linguistics Exam Guide

Author: Xu Zhenglong
Publisher:
Publish Date: 2005-08-01
Features: The Test for Teaching Chinese to Speakers of Other Languages (TCSOL) was established by the Office of the State Council Academic Advisory Committee on Chinese Language Education Abroad in 2005 as a national-level examination designed to assess the knowledge structure and capabilities of Chinese language teachers. Its predecessor was the Qualification Examination for Teaching Chinese to Foreigners, which was initiated in 1990. With the continuous improvement of China's comprehensive national strength and its rising international status, the role of Chinese in international communication has become increasingly prominent, and the field of teaching Chinese to foreigners has flourished. On July 20, 2005, China held the first World Conference on Chinese Language in Beijing, themed around Chinese language. The Office of the State Council Academic Advisory Committee on Chinese Language Education Abroad announced that more than 30 million people worldwide were learning Chinese through various methods, and over 2,500 universities in 100 countries were teaching Chinese. Former Vice Premier Qian Qichen once highly praised the teaching of Chinese, calling it "a national cause" and "an ethnic cause." The development of various fields requires more qualified teachers to engage in teaching Chinese to foreigners. As a result, the number of candidates taking the Qualification Examination for Teaching Chinese to Foreigners has been increasing year by year. Now, in response to the needs of the situation, the Office of the State Council Academic Advisory Committee on Chinese Language Education Abroad has not only relaxed the registration requirements for the examination but has also officially renamed it the "Test for Teaching Chinese to Speakers of Other Languages." These changes aim to attract more people to participate in this important cause. However, not everyone who speaks Chinese can teach it well. Teachers engaged in teaching Chinese to foreigners should at least be familiar with theories of teaching Chinese to foreigners, linguistics, Chinese studies, and the culture of China, and should be able to master and apply them well. This book is compiled to help candidates prepare for the examination. Although the Test for Teaching Chinese to Speakers of Other Languages is divided into three levels—beginner, intermediate, and advanced—the scope of the examination does not exceed the syllabus formulated by the Office of the State Council Academic Advisory Committee on Chinese Language Education Abroad. The "Guide" closely follows the syllabus and highlights the key points and focus areas of the examination, making it equally suitable for candidates at all three levels. As an examination of competence, the division into three levels primarily depends on the candidate's actual proficiency level. The "Guide" consists of three parts. The first part covers basic linguistic theories; the second part covers basic theories of teaching Chinese to foreigners; the third part is the practical section. The practical section is divided into two parts: one is the design of lesson plans, and the other lists sample questions from previous Qualification Examinations for Teaching Chinese to Foreigners in the areas of teaching Chinese to foreigners and linguistics. Candidates can use these samples to gain a general understanding of the depth of the examination, the scope of previous questions, and the examiners' thought patterns. This book provides a summary and explanation of theories of teaching Chinese to foreigners and linguistics. However, many exam questions require candidates to apply these theories to specific teaching practices. In this regard, candidates are encouraged to carefully study and reflect on the lesson plan design section.