How Elementary Mandarin Chinese Is
Effectively Taught
Lijun Shi
Lecturer, Mandarin Chinese
The Department of World Languages and Cultures,
Description:
This presentation discusses one misconception concerning the traditional way of teaching pinyin. It also discusses methods/techniques effective for students to acquire good tones and natural speech pace, tricks to get students motivated for Chinese learning, importance of the addition of self-made workbook audio materials, and measures to ensure high- quality Chinese teaching/learning.
Content:
Detailed
explanation of and stiff drill on consonants and vowels in separation, as well
as their meaningless combinations, are seldom seen in the classroom. The misconception concerning the traditional way of
teaching/learning pinyin is “ousted” from the classroom.
Zero tolerance is adopted for bad/incorrect tones and slow speech pace. “Lavish” praises are never given to students. Tricks are utilized constantly that make tone perception and acquisition no longer hard.
Grammar is never touched/explained unless asked to. Foreign language teaching theories/methodologies are critically and selectively used with the understanding that not all language acquisition theories apply to Chinese learning settings. Efforts are made and measures are taken to keep students motivated.
Audio files are made by instructors out of workbooks (added to listening comprehension) to compensate for the inadequacy of audio materials that go with textbooks.
Measures are taken to make sure students make adequate efforts to ensure high-quality Chinese teaching/learning.
Methods:
Modes of presentation: It is to be presented through handouts, powerpoint slides, and discussions. Tricks that are effective to make tone perception and acquisition easy and fun to students are to be demonstrated and tried with the attendees.
Presenter
will share with the attendees his anecdotes and experiences with teaching basic
level Chinese courses at