在华外籍儿童汉语学习现状的实证研究(2)
In respect of learning method, researchers believe the combination of oral and writing language education would better the process of Chinese learning (Wang Lin, 2010: 39-42). In terms of external influencing factors, some analyze the influences of schools, teachers and social environment on the Chinese language learning of international children (Liu Yun, 2012: 35-36). Some analyze the essential role that educational environment plays in students’ Chinese language acquisition from the perspectives of sociology and intercultural communication (Wang Shuran, 2004: 3-4). Some focus on the impacts of language environment on language learning, and advocate to improve the Chinese learning competence of international students by paying attention to their extracurricular Chinese language environment (Zheng Lei, 2011: 13-17). 源]自{优尔·~论\文}网·www.youerw.com/
Researchers from abroad pay more attention to the education of immigrants. In this paper, however, the children who took part in the survey share similar points with immigrants, as they would stay for a relatively long period in China. Moreover, there is little difference in the educational environment and educational purposes between international children and immigrants. Therefore, from a research perspective, the theory applied to immigrant education would also make an effect in this paper. Due to historical reason, experts from the OECD countries and the America have much experience in the study of immigrant education. Among the latest and advanced study, one paper explains the disadvantages of language acquisition in migrant education from the macro-level of national education policy, the meso-level of relations between students and their schools and teachers, and the micro-level of family (Friedrich Heckmann, 2008: 10-15). Many more experts are now research on the huge impact of immigrant education to the whole society. They assert that the increased quality of immigrant education would enhance social equity, sustain social stability and accelerate social innovation (Vivian Shuh Ming Louie, 2012: 38-45).
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