Optimization of Teaching Czech as a Foreign Language from an Intercultural Perspective: An Empirical Study Based on Chinese Learner

Abstract

Under the background of increasingly frequent international communication, the importance of foreign language teaching has become more and more prominent. The differences between different languages make foreign language teaching face many challenges, especially in the teaching of non-common languages. For Chinese learners, Czech, as a relatively minor foreign language, has a series of unique
difficulties in the teaching process. These difficulties are not only reflected in the structure, grammar and vocabulary of the language itself, but
also involve issues such as the appropriateness of the teaching methods to the individual differences of the learners.
??This paper utilizes a variety of effective research methods to solve these problems. On the one hand, it conducts questionnaire surveys
and interviews with a large number of Chinese learners about their learning of Czech to gain an in-depth understanding of the specific difficulties and needs they encounter in the learning process; on the other hand, it conducts in-depth analyses of existing cases of Czech teaching to
summarize the successes and shortcomings. At the same time, we explore the optimization path of Czech language teaching strategies suitable
for Chinese learners from the aspects of teaching content, teaching methods, teaching resources and learning environment.
??The focus of this paper is to accurately analyze the difficulties Chinese learners face when learning Czech, and to propose targeted
and operable teaching strategy optimization solutions based on them. Through this research, it can help to improve the quality and effect
of teaching Czech as a foreign language to Chinese learners, promote the exchange and cooperation between China and Czech Republic in
the fields of culture and education, and provide strong support for the cultivation of more composite talents with cross-cultural communication skills.