Chinese teaching methods used at Thomas More University of Applied Sciences in Belgium

Abstract

Since its establishment in 2014, the Chinese major at Thomas More University of Applied Sciences in Belgium has been dedicated to promoting the study of the Chinese language and culture within the country. Recognising the distinct challenges faced by Belgian students due to differences in nationality, culture, grammar, and native language, this paper conducts a comprehensive analysis of the difficulties in learning Chinese, a language fundamentally different from phonetic-based languages, with a particular emphasis on the complexities of Chinese character study. Based on a questionnaire survey of 105 Belgian students, the author has developed a set of tiered teaching methods that cater to different literacy levels and address the specific needs of students at various learning stages. These innovative methods, tailored to the learning characteristics of Belgian students, not only offer a roadmap for overcoming challenges in writing, recognising, understanding, and memorising Chinese characters but also serve as valuable references for Chinese language educators worldwide.