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Study on Spoken Chinese Learning of Korean High School Students

The purpose of spoken Chinese teaching is to improve students’ oral expression ability and cultivate students to think and express in target language. This purpose should be realized by improving students’ frequency on speaking. Therefore, oral Chinese teachers should fully learn the difficulties on setting spoken Chinese courses in Korean high schools and take all kinds of measures to deal with the negative strategies of students in spoken Chinese training. Meanwhile teachers should stimulate the interest of students in learning Chinese spoken language and lead them to overcome the mental obstacle and let them take part in the speaking training actively so that Chinese teaching can become a verbal communication activity concentrated with students.

There are many difficulties in Chinese spoken language teaching in Korean high schools. Firstly, too many students in one class are not good for practicing efficiently. Secondly, the Chinese levels of students are uneven and greatly different; it is hard for teachers to find suitable training materials for most students. Thirdly, the motivation of learning Chinese language is not enough. In Korean high school, Chinese is only selective course. High school students who are facing the pressure of university entrance exam will abandon something for it. Fourthly, Chinese teachers should teach together with native Chinese teachers. Two teachers having courses together will have some advantages as well as be not good for creating pure environment for Chinese spoken language learning. Students may have reliant mind on native Chinese teachers.

As for the above difficulties, to improve students’ Chinese oral expression skill and verbal communication skill efficiently, Chinese teachers have to explain profound theories of language knowledge in simple language, apply language knowledge naturally and smoothly, make verbal topics close to students reality and make training activities interesting and flexible. In addition to these, every culture has its feature and characteristics, teachers should take Chinese culture as bridge to lead, enrich and broaden Chinese spoken language learning. I took the following measures in spoken Chinese classes in Korean high school and got better teaching effect. Although learning Mandarin in China has no this kind of situation, some of the approaches are still valuable.

1. The confirmation of Chinese names and common use

A Chinese old saying goes “名不正则言不顺” ( if the name is not correct, the words will not ring true.). Therefore, my spoken Chinese teaching started with “confirmation of Chinese”. Every student participated in the design, choice of his name and confirmed and printed his satisfied Chinese name. In spoken Chinese classes, they should use their Chinese names no matter when they spoke or wrote. At the beginning, they made many jokes on this, but after they gradually remembered their own and classmates’ Chinese names, they felt that it was very interesting. This could not only stimulate their interest in Chinese language learning, but also practice their Chinese pronunciation effectively. Based on this, I further asked them to write their Chinese names in every homework and examination with pinyin and Chinese characters. Several times later, most students could speak out and write down their Chinese names quickly and exactly. From this, in spoken Chinese teaching teachers should stimulate and keep students’ interest in learning Chinese language; then give them clear requirements and implement them seriously.

2. The input and output of language materials in culture class

Culture class is the more interesting class for students who learn Chinese language compared with other classes, for culture class has the characteristics of appreciation, entertainment and life-oriented. Chinese culture is broad and profound. Teachers should have the abilities of selection and integration and choose the parts with Chinese characteristics and interest students most and acceptable from the complicated cultures to show and teach students and combine these with spoken Chinese teaching naturally and adequately. For example, paper-cut culture class can use the following patterns: “exhibition of paper-cut——students making paper-cut——gaining new insights through reviewing old materials”; bring practices of sentence patterns like “上剪纸课,喜欢上剪纸课,会剪什么” into paper-cut activities. Paper-cut class could be taken as a context and students had a Chinese communication exercise of “words——sentences——paragraphs”. Other culture classes can use this approach, too, such as learning to make Chinese knot class, movie culture appreciation class.

As for students who are learning Mandarin in China can also think about these approaches to help their learning effect.

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