Teaching Chinese to International Exchange Students: A Case Sharing TANG, Weizhi (University No.: 2010881153) Faculty of Education, The University of Hong Kong Center for Language in Education, The Hong Kong Institute of Education sroom discussion and oral presentation hing Chinese Language in International Contexts part-time group ructor: Dr. LAI, Chun
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Teaching chinese to international exchange students a case sharing
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Teaching Chinese to International Exchange Students: A Case SharingTANG, Weizhi (University No.: 2010881153)Faculty of Education, The University of Hong KongCenter for Language in Education, The Hong Kong Institute of Education
Classroom discussion and oral presentationTeaching Chinese Language in International ContextsMed part-time group Instructor: Dr. LAI, Chun
Intro: overview
This presentation sharing aims to present a case of teaching foundation level Chinese language to international exchange students at Hong Kong Institute of Education with its merits and cons exposed through video clips and related experiences, as well as launch classroom discussion of solutions and propositions accordingly.
Background Information
Foundation Chinese courses for International Exchange Students conducted by Center for Language in Education
Students are in variety of linguistic and cultural background, motivation, Chinese learning experiences, target language proficiency, learning styles, majors .etc.
Attendance is not stable.
Short term course.
Teachers may change.
Almost all of the students are not planning to learn Chinese Systematically.
Learning Needs Survey
Fun
Bargaining
Mainland Touring
Campus or Party Social
Main Pedagogical Models in Practice
Project-Based Learning
Task-Based Language Teaching
Students Grouping
Mainly 3 groups
Consisting of experienced Korean students, ab initio Korean students and ab initio European students.
Presumptions
All students are able to be satisfied by doing this project in spite of diversity since it is learner centered and tailor made.
Students are highly motivated and interested since they get enrolled voluntarily.
Compared with traditional methods, PBL and TBLT can be more inspiring.
Intro: A PBL Case
Project: My Profile
Project Description: Create a personal profile on Wikispaces in Chinese.
Project Planning Graphic
Project
Language
Pinyin Vocabulary
Person pronouns, numbers, time, date, nationalities, hobbies,
professions, families .etc.
Listening
Be able to follow an oral introduction of
someone else
Speaking
Be able to introduce oneself briefly
Partly Recognizing
Be able to recognize some Chinese
Characters while typing with computers
Content
Knowledge
Life, structure of profiles, professions,
description of personal experiences .etc.
Attitude
Be able to understand the differences among people of cultural gap,
family background, education and interests
in the aspect of intercultural
communication.
Skills
Communication
Guessing, inquiring, inferring, politeness,
observing, discussing .etc
Technology
Exploring new websites, webpage
organizing and designing, typing,
video shooting .etc
Project Steps
Background info and sample from teacher.
Grouping and taking on the roles.
Discuss background information, knowledge and evaluation criteria with project diary that being showed in video clip.
Students focused on task itself instead of language using: At first, they translated all the numbers in Magic Square, then they translate them back after finishing the task.
Peer help are mostly about the answers but not language learning.
TBLT Case 1 Analysis: Possible Solutions
Translation mark on task sheet should be strictly forbidden, use Pinyin all the time.
Finishing this task individually.
TBLT Case 1 Analysis: Check
Mostly solved but it relatively took much longer.
Solved.
TBLT Case 2 Analysis: What is My Schedule
Use the task sheet to plan your schedule for the coming week.
Share your schedule with classmates orally.
TBLT Case 2 Analysis: Exposed Problems
Too many repeating items, e.g. having class and eating everyday.
It is limited by vocabulary, e.g. students are planning to have a party but not knowing how to express it in Chinese.
TBLT Case 2 Analysis: Possible Solutions
Planning activities except eating, sleeping and having class, encouraging diversity.
Asking for peer help since there are students of higher level sit next to you.
TBLT Case 2 Analysis: Check
Distinctively improved.
Classmates do help a lot.
Project Outcomes: Observed Merits
The discussion in the stage of designing the project is ok. Students actually attempted to customize their profile design of maximum use in language, e.g. the Korean students that learned Chinese before have more complicated design and richer info contained.
Less yawn during the class compared with last semester class, but maybe it was not comparable.
Students seem to enjoy the tasks very much.
There is no memorizing during class and afterwards, but most of the students still remember what they leaned last time.
Students are highly impressed and inspired that they are able to speak this much Chinese in such a short time.
Project Outcomes: Observed Cons
It is still too easy for the Korean students that learned Chinese before.
No one is doing homework, e.g. I asked them to create an account at Wikispaces and write the profile text in English first but few did.
There are always someone skipping class that their project progress can not be fully tracked.
We can only finish one project, hardly two in such a short time, few topics can get involved.
Proposed Thoughts for Discussion
Better projects for this kind of diverse class and short term course.
More suitable tasks for ab initio learners.
How to get some culture stuff integrated in the projects and tasks.
Whether more practice in TBLT and PBL are more efficient and inspiring than traditional teaching methods requires further study and observation.