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Integration of long-distance synchronous approach and short-term comprehensive courses in the Mandarin language -a curriculum designed for Japanese beginners-
Teaching Chinese as a second language
long-distance synchronous approach
short-term comprehensive courses
This research was designed to meet the learning needs of beginner Japanese students by integrating the educational principles behind long-distance synchronous approach and short-term comprehensive courses in the study of the Mandarin language. It attempts to reach a reasonable result based on both theoretical hypotheses and practical designs.Mandarin is arguably the most frequently spoken language in the modern world. While there are non-native speakers in almost every part of the world that wish to study Mandarin, many of these individuals do not have the means to go abroad for long-term language study in a native speaking country of the target language. Therefore, the creation of a long-distance synchronous Mandarin approach coupled with short-term comprehensive course curriculum could potentially provide these individuals with a study venue that satisfies their Mandarin study needs. This research used the descriptive qualitative method. Beginner Japanese exchange students between National Taiwan Normal University and Japanese Waseda University acted as the sample. Teaching staff, students, and observing third parties were interviewed in order to evaluate any questions or difficulties pertaining to the methods or contents of the course that may have been encountered throughout the course period. Investigators observed the class in order to facilitate a more appropriate design of teaching methods. Analysis and discussion on evaluation of teaching methods and curriculum strategies were done based on the theoretical principles of language instruction, the review of interviews with the learners and instructors, and through the consideration of observations made by investigators. The research results showed: (1) The course’s ability to improve learners’ oral competency in Mandarin needs to be improved; (2) The teaching content of the course should satisfy the needs of the learners; (3) The content of the teaching material needs to be coherent; (4) The teaching style of the courses must be dynamic. It is the hope of the author that the results of this study may be utilized as a reference for future curriculum design.
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