ADiscussionOnLanguageEducaioninChina论中国的语言教育_开题报告

Language is the most important communication tool of mankind, and the human thought tool combines the phonetic and phonetic system.

Language as a valuable symbol of cultural identity, cultural behavior and cultural identity, is a strong centripetal force to unite national unity. However, in the multi-ethnic, multi-lingual language in the use of natural division into a strong language and weak language. China is one of the three major sources of linguistics, and the Chinese language is Chinese. In China, Chinese has a long history and a huge use of the crowd, has long been a strong language in the national language. As a cross-national economic and technological communication tool, the choice of language education on the long-term development of the nation is essential. In dealing with complex language relations, language problems are concentrated in language education. In today's era of economic globalization and cultural pluralism, China is also faced with the question of how to develop language education.

2. Current status of domestic research

On the study of language education in China, we focus on the study of the first language teaching in Chinese as the mother tongue, the teaching of foreign language or second language for Chinese, and the study of foreign language teaching. According to Wikipedia "language teaching" definition, "language education" refers to any language teaching behavior and learning behavior. In general, language education is to enable young people to speak language education in their mother tongue. Mr. Li Yuming pointed out that the concept of mother tongue belongs to the national field, that is, individuals and countries. The essence of strengthening mother tongue education is to strengthen national identity. National security should promote the common language of the country, ensure the smooth flow of information, and promote national identity. Language education is to some extent the responsibility for national security. Some scholars have emphasized the status quo of language education, clearly pointed out that language education and national interests are the core of Chinese cultural soft power, put forward the development of Chinese language education recommendations, but these development recommendations to a certain extent is difficult, we lack the management of local language and scientific use Prepare a special mechanism for the material.

3. Status of Foreign Research

Most of the foreign language education research from the perspective of linguistics and applied linguistics, in order to develop education policy, 1988, Ron? Ralph made his own opinion. In language teaching and language planning, the reference to language equality is the ultimate goal of language standardization. However, the development of general language education policy does not take into account the actual situation of language teaching. With the deepening of globalization, scholars increasingly aware of the national language, the importance of the country. Language is not only a tool of political struggle, but also a sign of national identity. In view of the relationship between language policy and cultural identity and national identity, linguists have explored the relationship between language and culture in the process of intercultural communication from the perspective of linguistics, pedagogy and sociology, and challenges in the context of globalization And the opportunity of national identity. In addition, in the Foreign Language Policy and Language Planning process, Lorne argues that the real impetus of language policy is not legal, but rather the language and cultural ideology and national identity. In other words, only by strengthening national identity and cohesion can we really promote language policy and promote language policy to further strengthen national identity.Chinese research focuses on respect for language equality and protects language rights, especially ethnic minorities. Most scholars attach language education and National politics, national unity, ignoring the language education and cultural security between the intrinsic link.

4..Introduction

1.Research Background 

1.1.Research Object

2. A Study on Chinese Language Education

2.1 The origin of Chinese language

2.1.1 The Concept and Definition of Language Education

2.1.2 The Problems of Chinese Language Education

3. Popularization and popularization of Chinese

3.1 International education has become the core of Chinese language promotion

3.1.1 Bottlenecks and obstacles in the international promotion process

4. China 's English Education

4.1 The History and Current Situation of English Education in China

4.1.1 Improve the level of English education

4.1.2 The Developing Trend of English Education in China

5. Conclusion

6. References

[1] LANGUAGE EDUCATION [M].Dalian University of Foreign Languages 2095-4891.1987.

[2]　Robin,R.H.General Linguistics. Beijing Teaching and Research Press，2000.

[3] East Asian Language Policy and Language Education: [J];Teaching English in China; Wang Hong; 2004.02

[4] Language education and teaching Chinese as a foreign language [M]. Foreign Language Teaching and Research Press; Lu Bi Song; 2005

[5] American language education and language policy; [M]. Shanghai Sanlian culture; Cai Yongliang; 2007-07

[6] Language · Signs · Education [M]. Commercial Press; Hu Zhuanglin;

[7] Language education theory [M]. Huazhong Normal University Press; Wang Guosheng 2006

[8] social change and language education [M]. Zhu Hongmei;

[9] Educational Language Studies - Martin Collection [M]. "Martin Collection" Volume 7 Martin 2012-04

[10] Language Education Research Proceedings [M]. Chinese Association of Chinese as a Foreign Language Secretariat / Chinese Language Teaching Press