本站同時配合行政院規劃「2030雙語國家政策發展藍圖」及教育部推動各項雙語教育政策而將學習內容英語化。
Englishizing the learning content is for Taiwan bilingual education policy.
Englishizing the learning content is for Taiwan bilingual education policy.
兒童及青少年學習者與華語文教學策略
Strategies of Teaching Chinese to Young and Adolescent Learners Speaking Other Languages
兒童華語學習者特性 Characteristics of Chinese L2 Young Learners |
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1. They are self-motivated to pick up language without conscious learning.
2. They have the ability to imitate pronunciation and work out the rules for themselves.
3. They like and have time to to learn through play-like activities.
4. They firstly make sense of the activity and then get meaning from the adult’s shared language.
5. Stages in picking up Chinese:
Silent period. When babies learn their home language, there is a ‘silent period’, when they look and listen and communicate through facial expression or gestures before they begin to speak. When young children learn Chinese, there may be a similar ‘silent period’ when communication and understanding may take place before they actually speak any Chinese words.
Beginning to talk. After some time, depending on the frequency of Chinese sessions, children begin to say single words (‘貓’, ‘狗’) or ready-made short phrases (‘那是什麼?’, ‘他要教你要幹嘛’, ‘哥哥,拿’, ‘抱你下來’, ‘說不出來一點點’, '我要那個粉紅色圓圓的', '你不要先講' etc.) in dialogues or as unexpected statements with error word order and grammar. The child has memorized them, imitating the pronunciation exactly without realizing that some may consist of more than one word.
Building up Chinese language. Gradually children build up phrases consisting of a single memorized word to which they add words from their vocabulary (‘一隻狗’, ‘喜歡爸爸、喜歡媽媽’, ‘我要買...’) or a single memorized language to which they add their own input (‘這是我的’, ‘媽媽,哥哥不給我玩’). Depending on the frequency of exposure to Chinese and the quality of experience, children gradually begin to create whole sentences.
6. They are used to understanding their home language from a variety of context clues. Though they may not understand everything they hear in their home language, children grasp the gist – that is they understand a few important words and decipher the rest using different clues to interpret the meaning. With encouragement they soon transfer their ‘gist’ understanding skills to interpret meaning in Chinese.
7. Some young children become frustrated by their inability to express their thoughts in Chinese. Others want to speak quickly in Chinese as they can in their home language.
8. Mistakes are natural when learning a foreign language. Children will self-correct in their own time if they have an opportunity to hear the adult repeat the same piece of language correctly.
9. They need to feel secure and know that there is some obvious reason for using Chinese.
10. Chinese sessions are fun and interesting, concentrating on concepts children have already understood in their home language. In this way children are not learning two things, a new concept as well as new language.
References
蔡喬育(2021)。兒童華語教學研究。取自https://ikutccsolindex.mystrikingly.com/?fbclid=IwAR1SmkOWV_bJgq_k6AWXUeW4CcB-H_x5WgyfK7G7wNkFgmvXnB7L-wui4Ss
Dunn, O. (2020). How young children learn English as another language. British Council. Retrieved from https://learnenglishkids.britishcouncil.org/helping-your-child/how-young-children-learn-english-another-language
2. They have the ability to imitate pronunciation and work out the rules for themselves.
3. They like and have time to to learn through play-like activities.
4. They firstly make sense of the activity and then get meaning from the adult’s shared language.
5. Stages in picking up Chinese:
Silent period. When babies learn their home language, there is a ‘silent period’, when they look and listen and communicate through facial expression or gestures before they begin to speak. When young children learn Chinese, there may be a similar ‘silent period’ when communication and understanding may take place before they actually speak any Chinese words.
Beginning to talk. After some time, depending on the frequency of Chinese sessions, children begin to say single words (‘貓’, ‘狗’) or ready-made short phrases (‘那是什麼?’, ‘他要教你要幹嘛’, ‘哥哥,拿’, ‘抱你下來’, ‘說不出來一點點’, '我要那個粉紅色圓圓的', '你不要先講' etc.) in dialogues or as unexpected statements with error word order and grammar. The child has memorized them, imitating the pronunciation exactly without realizing that some may consist of more than one word.
Building up Chinese language. Gradually children build up phrases consisting of a single memorized word to which they add words from their vocabulary (‘一隻狗’, ‘喜歡爸爸、喜歡媽媽’, ‘我要買...’) or a single memorized language to which they add their own input (‘這是我的’, ‘媽媽,哥哥不給我玩’). Depending on the frequency of exposure to Chinese and the quality of experience, children gradually begin to create whole sentences.
6. They are used to understanding their home language from a variety of context clues. Though they may not understand everything they hear in their home language, children grasp the gist – that is they understand a few important words and decipher the rest using different clues to interpret the meaning. With encouragement they soon transfer their ‘gist’ understanding skills to interpret meaning in Chinese.
7. Some young children become frustrated by their inability to express their thoughts in Chinese. Others want to speak quickly in Chinese as they can in their home language.
8. Mistakes are natural when learning a foreign language. Children will self-correct in their own time if they have an opportunity to hear the adult repeat the same piece of language correctly.
9. They need to feel secure and know that there is some obvious reason for using Chinese.
10. Chinese sessions are fun and interesting, concentrating on concepts children have already understood in their home language. In this way children are not learning two things, a new concept as well as new language.
References
蔡喬育(2021)。兒童華語教學研究。取自https://ikutccsolindex.mystrikingly.com/?fbclid=IwAR1SmkOWV_bJgq_k6AWXUeW4CcB-H_x5WgyfK7G7wNkFgmvXnB7L-wui4Ss
Dunn, O. (2020). How young children learn English as another language. British Council. Retrieved from https://learnenglishkids.britishcouncil.org/helping-your-child/how-young-children-learn-english-another-language
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青少年華語學習者特性 Characteristics of Chinese L2 Adolescent Learners
1. Monolingual adolescents become more self-conscious, their ability to pick up language diminishes and they feel they have to consciously study Chinese through grammar-based programs.
2. Some of them still like to learn through play-like activities.
3. They adopt three strategies to learn Chinese: Focus on the whole character, focus on strokes, and prior knowledge.
Focus on the whole character:
I say the word aloud or in my head while copying.
I write the characters out lots of times with the correct stroke order.
Focus on strokes:
I look at where the slashes in the character go.
I look at the overall shape of the character, for example curvy or straight lines.
I look at the direction of any ‘ticks’ in the character.
Prior knowledge:
They test myself by seeing if I can write the words out without looking.
I don’t try to remember too many characters in one go.
I try to spot any strokes or characters I already know.
I think about how I will remember the hard bits.
I look out for shapes of alphabet letters in the character.
When I am copying, I keep thinking of the meaning.
I think of pictures to connect the shape to the meaning.
I look out for shapes of English numbers in the character.
4. Instrumental motivation, external regulation, social responsibility, and Chinese for academic purposes (CAP) motivate them to learn Chinese.
Instrumental motivation:
I learn Chinese to find better job opportunities.
I learn Chinese because fluent Chinese is a symbol of good education and accomplishment.
I learn Chinese because increasing Chinese proficiency will have financial benefits for me.
Learning Chinese will give me higher status in my job.
I learn Chinese in order to achieve an occupational goal.
External regulation:
I learn Chinese in order to obtain an academic degree.
I learn Chinese in order to obtain high scores in examinations.
I learn Chinese to pass examinations.
Social responsibility:
I learn Chinese to help people who cannot speak Chinese.
I learn Chinese to let the world know more about my country.
I learn Chinese because I want to be part of the Chinese resource in my country.
I learn Chinese because I can contribute to my country’s economic prosperity.
CAP:
I learn Chinese to communicate with international specialists in my own academic field.
I learn Chinese to comprehend the research literature in my own academic field.
I learn Chinese to understand presentations presented in Chinese by international peers in conferences.
References
Cai, Qiao-Yu (2021). Finding an effective treatment for sustainable Chinese language learning in Japan: A comparative study on motivation of different ages. Preprints, 2021080182 (doi: 10.20944/preprints202108.0182.v1).
Grenfell, M., & Harris, V. (2015). Memorisation strategies and the adolescent learner of Mandarin Chinese as a foreign language. Linguistics and Education, 31, 1-13.
2. Some of them still like to learn through play-like activities.
3. They adopt three strategies to learn Chinese: Focus on the whole character, focus on strokes, and prior knowledge.
Focus on the whole character:
I say the word aloud or in my head while copying.
I write the characters out lots of times with the correct stroke order.
Focus on strokes:
I look at where the slashes in the character go.
I look at the overall shape of the character, for example curvy or straight lines.
I look at the direction of any ‘ticks’ in the character.
Prior knowledge:
They test myself by seeing if I can write the words out without looking.
I don’t try to remember too many characters in one go.
I try to spot any strokes or characters I already know.
I think about how I will remember the hard bits.
I look out for shapes of alphabet letters in the character.
When I am copying, I keep thinking of the meaning.
I think of pictures to connect the shape to the meaning.
I look out for shapes of English numbers in the character.
4. Instrumental motivation, external regulation, social responsibility, and Chinese for academic purposes (CAP) motivate them to learn Chinese.
Instrumental motivation:
I learn Chinese to find better job opportunities.
I learn Chinese because fluent Chinese is a symbol of good education and accomplishment.
I learn Chinese because increasing Chinese proficiency will have financial benefits for me.
Learning Chinese will give me higher status in my job.
I learn Chinese in order to achieve an occupational goal.
External regulation:
I learn Chinese in order to obtain an academic degree.
I learn Chinese in order to obtain high scores in examinations.
I learn Chinese to pass examinations.
Social responsibility:
I learn Chinese to help people who cannot speak Chinese.
I learn Chinese to let the world know more about my country.
I learn Chinese because I want to be part of the Chinese resource in my country.
I learn Chinese because I can contribute to my country’s economic prosperity.
CAP:
I learn Chinese to communicate with international specialists in my own academic field.
I learn Chinese to comprehend the research literature in my own academic field.
I learn Chinese to understand presentations presented in Chinese by international peers in conferences.
References
Cai, Qiao-Yu (2021). Finding an effective treatment for sustainable Chinese language learning in Japan: A comparative study on motivation of different ages. Preprints, 2021080182 (doi: 10.20944/preprints202108.0182.v1).
Grenfell, M., & Harris, V. (2015). Memorisation strategies and the adolescent learner of Mandarin Chinese as a foreign language. Linguistics and Education, 31, 1-13.
華語文教學策略 Strategies for Teaching Chinese to Speakers of Other Languages (TCSOL)
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影片範例 Examples
比手畫腳 Guesstures play
蘿蔔蹲 Radish Squat
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Suggestopedia-Musical background
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