Please use this identifier to cite or link to this item:
During my last two decades as a Chinese teacher, I have always prompted my students to speak Chinese and have tried my best to correct their pronunciation and improve their vocabulary and grammar wherever possible. However, I can’t help thinking that there are still problems in the ways that they speak, but I have been unable to figure out what whose problems are. After a long period of careful observation, I noticed an interesting phenomenon in that that the majority of the students, ranging from beginners and intermediate-level students to advanced students, often misuse measure words or even try to avoid using them altogether. For instance, a beginner might say, “Zuo tian wo mai yi fu”(I bought a dress yesterday (a measure word to modify the dress is omitted in the Chinese utterance)), or the student might say, “Jie wo yi ge bi (Lend me a pen, (the word ge in bold is a misused measure word here in the Chinese utterance))”. An intermediate-level learner might say, “Wo xie le yi ge zuo wen” (I have written a composition (the word in bold is also a misused measure word)) whereas an advanced student might utter, “Na lou gao de xiang shan” (That building is as high as a mountain (the speaker avoids using a measure word altogether)). Measure words play an important role in communication between Chinese speakers, and their absence will have an adverse effect on the speaker’s ability to express themselves accurately. Therefore, measure words are of great importance to the learners of Chinese. Thus I began ponder over what kind of teaching methods could enable students to gain a clear idea concerning the use of measure words and have them use measure words correctly and willfully. Tests have shown that the application of cognition and psychology theories, supplemented with a variety of teaching methods and centered on activities, has positive effects on language learners. When imitating life-like situations in a lively atmosphere, learners become more apt at putting what they have learnt in the classroom to use in every day life. By doing so, they can better integrate themselves into Chinese society and develop a stronger interest in Chinese literature. However, in the teaching of measure words, a learner should not only focus on mastering measure words. The aim should also be to improve a student’s comprehensive language skills, covering listening, speaking, reading and writing though measure-word-based teaching activities. This thesis experiments on foreign beginners who came to Taiwan to learn Chinese for eleven weeks as the subject and conducts investigation and analysis on the effectiveness of teaching by means of experimental teaching. The thesis consists of eight chapters. Chapter One is the outline of the research. Chapter Two is the literature review, which is divided into two parts: cognitive psychology and teaching methods. Chapter Three discusses the design of teaching research methods to act in concert with the theory in the literature review. Chapter Four and Five presents a profound exploration on the teaching experiments of measure words while stressing the necessity of developing basic communication skills in the second language (Chinese) before measure words are instructed. Chapter Six deals with the achievement test which is designed to test learners’ use of measure words and which is not limited to the correct collocation of measure word phrases but extended to a smooth application in a discourse scale. Chapter Seven focuses on the discussion of the research results, in which the learning efficiency is discussed in the tests and the teaching achievements between the experiment group of the activity teaching and the control teaching group of foreign beginners are put into contrast. Chapter Eight is the conclusion and suggestions, discussing whether the hypothesized teaching goals have been attained by the activity teaching and defining the advantages and disadvantages of such teaching. To end this thesis, the author suggests ways in which measure word teaching can be integrated into future Chinese textbooks, thus allowing measure words to become a more important part in Chinese teaching and allow learners to learn in a more comprehensive fashion and further improve their grasp of Chinese.
|Appears in Collections:||學位論文|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.