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Research on Teaching Strategies of Chinese as a Foreign Language Based on the Theory of Language Internalization

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DOI: 10.23977/IMERC2022.018


Xiaotong Shen

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Xiaotong Shen


In his influential book “Language Knowledge: The Origin and Use of Its Properties”, Chomsky gave an in-depth explanation of the shift in linguistic research from externalizing language to internalizing language, raising the concept of rationalism to a new height. These theoretical achievements have had a profound impact on the teaching of Chinese as a second language in China. The teaching of Chinese as a foreign language has achieved fruitful results in teaching theories and methods, teaching principles, and research on Chinese ontology. The objects of foreign Chinese teaching are based on different learning demands and cultural backgrounds, and have complex language teaching situations. The key to the healthy and in-depth development of the current teaching Chinese as a foreign language is not the teachers, teaching materials and teaching methods, but whether it can correctly understand and grasp the theoretical basis of teaching Chinese as a foreign language and the “discipline” of teaching Chinese as a foreign language formed on this theoretical basis. Pedagogy”. Starting from the practice of teaching Chinese as a foreign language, based on the theory of language internalization, and in line with the principle of combining theory and practice, this paper investigates and analyzes the relevant aspects of teaching Chinese as a foreign language.


Language internalization theory, Teaching chinese as a foreign language, Teaching practice

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