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The teaching of Chinese language started in 119 B.C.In his book, Minh Tranh (1958) stated, “From 602 to 906 A.D., Buddhism, Taoism and Confucianism were disseminated in uor country (Vietnam) at the same time. Despite that they were three different religions, they integrated with each other when transmitted into Vietnam, so it’s difficult to see the distinction of each. During that period, Chinese was the tool used to preach the three religions.” In the 11th century, the imperial examination system was established. The teaching of Chinese language became a national study. Chinese gradually became the official language of Vietnam (Ya Wui-yia, 2002). In the 19th century, Chinese was replaced with Latin in school so the importance of the teaching of Chinese language decreased. In 1990, due to the government’s policy of welcoming people from Mainland China and Taiwan set up factories or inverted in Vietnam. People in the political sector also started learning Chinese, which revitalized the teaching of Chinese language and made it prosper. After receiving an approval from the Vietnamese government, Buddhist monks in Vietnam established the Vietnam Buddhist Academy (越南佛教會) for the purpose of studying and translating Buddhist manuscripts, disseminating Buddhim and teaching monks. From the south to the north, 36 provinces gradually set up colleges of Buddhist Study, which cover basic, intermediary to university level. At every level, from basic, intermediary to university, it is required to take courses of whole language in order to read and translate Buddhist manuscripts. At the basic and intermediary levels, schools that require students to take Chinese courses every semester make up one-thirds of the total schools and two-thirds at the college level semester make up one-thirds of the total schools and two-thirds at the college level. Some universities even make it mandatory for their juniors and seniors to take Chinese courses. In other works, learning Chinese Language has become mandatory. The Vietnam Buddhist Academy shoulders the responsibility of teaching student monks Chinese. It adopts two reading methods. The first way is to use 漢越音to read and translate Buddhist manuscripts. The second way is to teach Chinese reading as a second language to strengthen students’ ability of Chinese---it teacher student monks Buddhist knowledge first and then teaches them reading and writing in Chinese. Finally, it teaches communication in Chinese. This teaching method has been regardel as ineffective. Thus, teacher and student monks both desire new teaching materials that combine Buddhist knowledge and language skills. In this way, student monks can learn Buddhist knowledge and strengthen their listening, speaking, reading and writing skills in Chinese simultaneousy. Therefore, after graduating from university, they can achieve the following goals: 1.Communicating with Chinese people (from Mainland China and Taiwan); 2.Reading and understanding Buddhist manuscripts; 3.Writing in Chinese and translating Buddhist manuscripts; 4.Teaching Buddhist monks Chinese and designing Chinese teaching material for them.
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