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“产出导向法”在海外汉语综合课教学中的有效性研究 / 刘露蔓, 王亚敏, 徐彩华
// 汉语学习 ,Chinese Language Learning 2020(04) 中国 : 吉林省延吉市, 2020p.87-97 This paper carries out a 36-hour teaching experiment to test the effectiveness of POA in overseas Chinese course. The results reveal:(1) the experimental group(EG) showed significant increase in reading and writing but the listening skill was not significantly changed.(2) written production and use of target vocabulary items in the EG are significantly higher than those in the control group.(3) the EG hold positive attitudes towards POA, and the acceptance degree and learning autonomy are improved. Compared with the traditional teaching method, POA is more beneficial to the "integration of learning and application" in overseas Chinese teaching.
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国际汉语词汇教学中的多模态话语分析 / 王珊, 刘峻宇
// 汉语学习 ,Chinese Language Learning 2020(06) 中国 : 吉林省延吉市, 2020p.85-96 This study selected the vocabulary teaching session of a demonstration video of a Chinese elementary-level comprehensive course. Based on the framework of multimodal discourse analysis, it used the software ELAN to annotate the multimodal symbols and constructed a multimodal Chinese teaching corpus. Through quantitative and qualitative analysis, this paper explored the use of multimodality in vocabulary teaching, the selection of modalities, and the cooperation relation between different modalities each stage of vocabulary teaching. Through data analysis, it found that during this vocabulary teaching session PPT was the most often used modality; the auditory modality played a major role; the multimodal coordination relation of different stages is diversified in order to adapt different teaching contents and achieve best teaching effect. It further discussed the characteristics and precautions of multimodality use in teaching. This study enriches the research of teaching analysis based on a multimodal corpus and provides reference for carrying out multimodal teaching.
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手势对初级汉语二语者声调感知与产出的影响 / 洪炜, 何文华, 黄亿雯
// 汉语学习 ,Chinese Language Learning 2019(06) p.86-93 In this study, two teaching experiments were conducted to investigate the influence of gestures on tone perception and production of elementary Chinese-as-a-second-language(CSL) learners. Experiment one and experiment two were targeted at Indonesian learners whose native language was a non-tonal language and Thai learners whose native language was a tonal one. In each experiment, one group of participants conducted tone training through traditional listening and repeating method, while the other one conducted training by listening and repeating while the learner gestured. The results show that whether the learner’s native language is tonal or not, the multimodal training method of making gestures and listening and repeating can significantly improve the learner’s accuracy of tone perception and production than the traditional listening and repeating method, which verifies the dual coding hypothesis, and has implications for the elementary CSL learners’ Mandarin tone teaching.
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香港南亚裔小六学生中文辅助教材设计研究 / 梁慧敏
// 汉语学习 ,Chinese Language Learning 2019(06) 中国 : 吉林省延吉市, 2019p.94-102 To gradually improve and standardize L2 Chinese education in Hong Kong, this project develops tailor-made supporting materials for sixth-grade SA students to facilitate both teaching and learning. Through the coordination of teaching materials, teaching strategies, and teaching itself, this study attempts to accommodate the learning needs of SA students. After the discussion of the design rationale and features of the Chinese supporting materials, this paper will put forward strategic suggestions on the future development of L2 Chinese education for SA students. It is well known that Hong Kong is a special administrative region of China, and as SA students are legal Hong Kong permanent residents, their Chinese learning should be included in the country’s "Teaching Chinese to Ethnic Minorities in Primary and Secondary Schools" policy. If our SA students can master English, Chinese, and a minority language, they will become an important intellectual asset for national development.
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