Publication: 对外汉语教学口语课课堂教学的有效性探索——以初级汉语口语课为例
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2018
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cn
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Journal of Humanities and social Sciences, Rangsit University
วารสารมนุษยศาสตร์และสังคมศาสตร์ มหาวิทยาลัยรังสิต
วารสารมนุษยศาสตร์และสังคมศาสตร์ มหาวิทยาลัยรังสิต
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14
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75
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96
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对外汉语教学口语课课堂教学的有效性探索——以初级汉语口语课为例
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Approaches to Effective Instruction of Chinese as a Foreign Language: A Case Study of Foundation Chinese Speaking Classrooms
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Abstract
在第二语言教学中，培养学生的语言能力和语言交际能力是语言教学的根本目的，也是课堂教学的基本任务。课堂教学也是帮助学生学习交际的场所。在对外汉语教学中，口语课是一门以培养学生在实际的生活中运用汉语进行口头交际的能力为目标的单项技能训练课。汉语的口语课是要训练学生正确地运用汉语语音、语调、词汇、语法以及各种功能项目，在不同的语言环境中表达自己的思想。这就要求教师在课堂教学的过程中不能只传授语言知识，更重要的是组织和指导学生利用学过的语言知识进行交际性练习在内的言语操练。因此，在有限的课堂教学时间内达到最大限度的教学效果成为教师必然要思考的问题，要突出“说”这一本质特点，教给学生在不同的场合、与不同的对象说什么和怎么说。因此，教师要从如何训练“说”这一技能来安排课堂教学，训练和培养学生的口语交际能力。本文通过笔者一个学期的教学过程，以初级阶段的对外汉语口语课为例，从教师角度探讨对外汉语课堂教学的有效性。
The basic objective of Second Language Learning (L2) is to encourage learners' linguistic and communicative skill development. This encouragement plays a fundamental role in classroom instruction. A classroom is where learners have opportunity to communicate with each other. A Chinese speaking course generally requires learners to practice their skills, enabling them to communicate verbally, pronounce consonants, vowels, and tones correctly, and use correct vocabulary and grammar. In addition, it provides learners opportunity to express their opinions and ideas in a variety of situations. In classroom instruction, teachers not only provide students fundamental knowledge, but also instruct them to apply what they learn in class to their real communication. To achieve the efficiency within the limited time, teachers need to include “speaking” in their instruction, demonstrating students how and what to say in a situation. Completing this article, the author spent one semester investigating the learning efficiency of beginner Chinese language learners in a basic Chinese speaking course through the teacher’s perspective.
The basic objective of Second Language Learning (L2) is to encourage learners' linguistic and communicative skill development. This encouragement plays a fundamental role in classroom instruction. A classroom is where learners have opportunity to communicate with each other. A Chinese speaking course generally requires learners to practice their skills, enabling them to communicate verbally, pronounce consonants, vowels, and tones correctly, and use correct vocabulary and grammar. In addition, it provides learners opportunity to express their opinions and ideas in a variety of situations. In classroom instruction, teachers not only provide students fundamental knowledge, but also instruct them to apply what they learn in class to their real communication. To achieve the efficiency within the limited time, teachers need to include “speaking” in their instruction, demonstrating students how and what to say in a situation. Completing this article, the author spent one semester investigating the learning efficiency of beginner Chinese language learners in a basic Chinese speaking course through the teacher’s perspective.