Abstract:
In recent years, teaching and learning Chinese have become more and more popular all over the world. A report last year shows that over 100 million people are learning Chinese 1. However, second language acquisition is a long and tedious process and Chinese is recognized as one of the most difficult language to learn, which adds up students’ fear. With the rapid growth of the number of learners, the problems that there is a lack of high-level teachers and outdated teaching methods are stilled used (such as teacher-centered and lack of variety) in teaching Chinese as an international language (TCIL) are dramatically exposed.
HKIEd is an institution dedicated to nurture educators and promote the advancement of teaching and learning. In Dept. of Chinese Language Studies (CHL), there are four programs (MA, BEd, minor in TCIL, BA in TCIL) that offer Chinese teaching training to student teachers. The traditional Chinese teaching method is teacher-focused, cramming like duck-stuffing. It is dull and boring, and thus impossible to meet the needs of students.
Considering these problems, this project will conduct a game-based teaching method. Liking games is a common humanity, regardless of the nationality, age, gender, cultural background, and mother tongue of learners. This study will provide hands-on practice to student teachers about how to organize instructional games in class. Three important Chinese components are selected, namely, characters, vocabulary, and grammar. This project will select 15 teaching tasks in the three fields and design the teaching using the game-based method. This project intends to achieve six outcomes: (i) student teachers enhance the ability in using different language teaching methods, especially arrange suitable games in the classroom; (ii) student teachers are more confident in organizing classroom activities; (iii) student teachers can better control a class through organizing activities guided by the PI and Co-Is; (iv) student teachers feel less anxious in their teaching internship and real teaching at work; (v) student teachers can enhance the competence to use technologies in pedagogical designing and they can develop better digital learning resources for their students; (vi) students from year to year can learn from the recorded videos.
This project is theoretically and practically significant. Theoretically, it can improve the teaching methodology of TCIL and enrich the game-based approach in organizing classroom activities in TCIL. Practically, it can (i) improve teaching efficiency, (ii) help student teachers better accomplish teaching objectives, (iii) promote the professional development of student teachers, (iv) stimulate students’ learning motivation and interest, and (v) establish a good relationship between teachers and students.
Code:
T0170
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
30 Jun 2016
End Date:
29 Jun 2017
Status:
Completed
Result:
The project found that BEd(CL) students generally had a positive attitude toward the implementation of instructional games in Chinese Language learning. The instructional game activities could help promoting student teachers’ awareness in game-based teaching methodology, and improved their ability in organizing classroom activities. This approach also helped student teachers to relieve their anxiety in teaching, and enhance their pedagogical and subject knowledge in teaching Chinese language.
Besides, student teachers reflected that they would adopt the knowledge and skills learnt in this project in their Field Experience practices so as to generate the best teaching effects.
Impact:
Through participating in this project, student teachers have enhanced their ability in designing and applying games in Chinese language teaching. They become more confident in organizing classroom activities, feel less anxious in their internship and real teaching at work. In addition, they have enhanced their competence in using technology in pedagogy design. This project produced the videos and provided them freely online. This would benefit the field of teaching Chinese as an international language.
Deliverables:
Books/ Book Chapters/ Journal Articles/ Conference Papers
張嘉欣及王珊 (2017)：國際漢語師資培訓中教師的話語功能分析，論文發表於第六屆語文教育與思想文化學術研討會，香港教育大學。(Number of participants: around 15)(https://repository.eduhk.hk/en/publications/f8672fe3-91ee-448c-829f-f60d0751b757)
淩睿和及王珊 (2017)：國際漢語游戲教學課堂的多模態話語研究，論文發表於第五届漢語本體特徵與國別化漢語教學國際研討會，烟臺。 (Number of participants: around 15) (https://repository.eduhk.hk/en/publications/9dca3284-c255-4909-8dc7-2c4e0c21f943)
羅葦和及王珊 (2017)：遊戲教學法中的教師話語分析，論文發表於海上絲綢之路的漢語研究國際論壇，香港中文大學。(Number of participants: around 15) (https://repository.eduhk.hk/en/publications/f7346fa8-87b6-4bf7-8a5c-f81df5c21d02)
任映菲及王珊 (2017)：國際漢語教學教師反饋話語研究，論文發表於第十四届國際漢語教學學術研討會，澳門大學。(Number of participants: around 15)(https://repository.eduhk.hk/en/publications/6b40a2ae-ff05-46df-9960-1b33402fdd23)
唐僑蔚及王珊 (2017)：提問模式在國際漢語口語教學中的應用，論文發表於海上絲綢之路的漢語研究國際論壇，香港中文大學 。(Number of participants: around 15) (https://repository.eduhk.hk/en/publications/7c125abd-00d7-4179-879f-086652738361)
Wang, S., & Li, X. (2017). Autonomous Vocabulary Learning beyond the Classroom: New Media for Learners of Chinese as a Second Language. In S. C. Kong, T. L. Wong, M. Yang, C. F. Chow & K. H. Tse (Eds.), Emerging Practices in Scholarship of Learning and Teaching in a Digital Era (pp.199-217). Singapore: Springer. (https://repository.eduhk.hk/en/publications/ad12c259-027e-49bd-aa04-6d989e6ddaa7)
Teaching and Learning Resources/ Materials (including online resources)
牛郎織女 – https://youtu.be/fMhM7Txsmc0
人布兩件寶 – https://youtu.be/XmTBf6CkVcI
火寶歷險記 – https://youtu.be/w535LXPVfXg
提手旁漢字 – https://youtu.be/6Z3rExfR1gs
瘋狂動物城(職業) – https://youtu.be/mtzQ-Nc6zvA
兔子的一天 – https://youtu.be/mZnxO6QNDE0
中國樂器 – https://youtu.be/WmK1--Gl1IM
文具詞匯 – https://youtu.be/DCMMiQuOZoE
一日三餐 – https://youtu.be/cPothHBnpBc
顏色 – https://youtu.be/c4PdSiC9Usk
我的奶奶 – https://youtu.be/bN40sojvlj4
吃葡萄 – https://youtu.be/T1_bLq_t_0Y
把字句 – https://youtu.be/obGDvseR1W0
買東西 – https://youtu.be/gXk3_bswEIs
安娜的生日舞會 – https://youtu.be/pZ7ZPQVVjr8
Financial Year:
2015-16
Type:
TDG