EXPLORE THE TASK-BASED INTERNATIONAL CHINESE TEACHING MOLD IN THE CONTEXT OF CROSS-CULTURE COMMUNICATION
EXPLORE THE TASK-BASED INTERNATIONAL CHINESE TEACHING MOLD IN THE CONTEXT OF CROSS-CULTURE COMMUNICATION

Summary/Abstract: Explore the Task-based International Chinese Teaching Mold in the context of Cross-Culture Communication - A Case Study of the “Language-game” Theory in the Confucius Institute. There are 400 Confucius Institutes and more than 500 Confucius Classrooms in108 countries now since the first Confucius Institute was set up in 2004. The registered number of students learning Chinese in the Confucius Institute is over 50 million. Chinese became the hot language around the world in recent years; meanwhile, the Confucius Institutes encountered some problems in teaching Chinese. This paper is going to analyze the causes of the students “dropping out the Chinese courses” and to explore the setting up the mold of the task-based international Chinese teaching to motivate students and stimulate their interest to learn Chinese in order to lower the dropout rate. The mold is constructed on the basis of Wittgenstein’s theories, such as “Language-game”, “Meaning as Use”, “Family Resemblances” and “Form of Life”. The case study sample is from the analysis of teaching mold applied in the beginner group in the Confucius Institute of Babes-Bolyai University in Romania. The analysis presents the advantages of the task-based Chinese teaching mold focused on the introduction of Chinese culture and civilization; in addition, it emphasizes the importance of the first task-based Chinese teaching mold implemented in Chinese course and how to make it interesting and to improve the students’ motivation to continue their learning Chinese in the future.

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