Students majoring in Chinese as a foreign language mainly study the basic theories of linguistics and second language education, master the basic theories and knowledge of Chinese language and literature, receive basic training in China literature, comparative literature, English language and literature, and comparative culture between China and the West, master English skillfully, and have the basic ability to engage in language or cultural research. The following is the knowledge about terminology interpretation in Introduction to Teaching Chinese as a Foreign Language that I brought to you. Welcome to reading.

Introduction to Teaching Chinese as a Foreign Language Noun Interpretation Teaching Mode: refers to a typical and standardized teaching or learning paradigm, which is the concretization of teaching theory and the refinement of teaching experience. It can be summarized from the rich practice of loving learning, or it can be put forward under the guidance of a certain theory and formed after many experiments. A complete teaching model should include the following five basic elements: theoretical basis, teaching basis, teaching objectives, operating procedures, realization conditions and evaluation.

Learning motivation: it is a strong desire to promote learners to learn and master a second language, including the purpose, the desire to achieve the purpose, the attitude towards learning and the degree of effort. The mixed motivation and instrumental motivation proposed by Lambert and Gardner have the greatest influence on the classification of second language learning motivation.

Error analysis: it is a systematic analysis of the mistakes made by learners in the process of second language acquisition, and studies their sources, so as to predict the process and law of second language acquisition at that time.

Multimedia classroom teaching refers to the application of multimedia technology in classroom teaching, which actually adds new elements to the original teaching and learning, thus forming a new teaching mode, which we call multimedia teaching.

Overgeneralization: learners do not fully learn the rules of a language item in the target language, and regard the rules as the same form of the language item, ignoring other forms or usages.

Comprehensive course: the main course type of second language teaching, which combines the teaching of language elements, language knowledge, pragmatic rules and social and cultural knowledge to comprehensively train learners' language skills.

First language: refers to the language that a person first comes into contact with and acquires after birth.

Mother tongue: refers to a national or national language.

Target language: refers to the language you are learning and want to master, or the second language you are teaching and learning in language teaching.

Acquisition: refers to the unconscious acquisition of language through language communication activities in the natural language environment.

Second language teaching:

It refers to the teaching activities of other languages for people who have mastered the first language, usually formal teaching activities in the school environment.

Grammar translation method: it is a teaching method that focuses on systematic grammar knowledge teaching, relies on mother tongue, and focuses on cultivating foreign language reading and writing ability through translation means.

Conscious practice is a second language teaching method which advocates the intuitive application of the target language through a large number of speech practice activities on the basis of consciously mastering certain language theoretical knowledge.

Audio-visual method: a teaching method based on audio-visual method combined with audio-visual means.

Standardized examination questions: According to modern educational measurement theory, standardized operation is carried out in the whole process of examination from design, proposition to grading and analysis, and errors are strictly controlled, which has high reliability and relative stability and can accurately test the level of subjects.

Non-standardized examination: an examination designed, proposed, implemented and graded by teachers according to teaching needs.

Reliability: refers to the reliability of the test, the reliability and stability of the test results, or whether the test results are basically the same and reflect the actual level of the subjects using the same test paper with the same difficulty level.

Discrete test: it is a sub-item test of the language knowledge and language skills mastered by the subjects, with the purpose of examining the individual language ability of the subjects.

Listening and speaking method: it is a teaching method that emphasizes the cultivation of oral listening and speaking ability through repeated sentence structure exercises.

Validity: Validity refers to the validity of the test, that is, whether the content and method of the test have achieved the purpose of the test.

Discrimination: refers to the ability to test the difference of subjects' level.

Curriculum outline: based on the basic outline, determine the specific teaching content and teaching objectives at a certain stage, stipulate that some courses should be offered according to the actual teaching objectives, stipulate the teaching tasks of each course, and coordinate the courses well.

Special skill class: a class designed to strengthen the training of a certain language skill. It can be a single skill class or a special training class combining several skills.

Systematic error: that is, learners have formed a certain systematic awareness of the target language, but they do not fully understand some rules, which leads to errors.

Post-system errors: learners have formed a relatively complete system of rules, but because they have not been internalized into habits, they sometimes make mistakes in the process of using the target language.

The integration of teaching Chinese as a foreign language means that learners can transform what they have learned into comprehensive and inherent language competence in a certain period of time, so that they can use it in actual communication situations.

The continuity of teaching Chinese as a foreign language refers to the continuity of Chinese teaching content arranged in the teaching process. The former teaching is based on the existing foundation, and the latter teaching is an extension and improvement.

Interlanguage: refers to a dynamic language system between the first language and the target language formed by learners on the basis of target language input through certain learning strategies.

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