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The study of the medium of instruction for Japanese learners in Chinese language classroom
Medium of instruction
Medium of instruction, as an important parameter in foreign language teaching refers to the language used by teachers in language teaching classroom. Different teaching methods used in different environments hold different ideas on how to use instructional media. This study investigates the medium of instruction in Chinese language education in Japan. First of all, the author studies how Chinese teachers’ use of target language, mother tongue or both languages as the medium of instruction in Chinese language classrooms affects the style of teaching, the ways of correction and explanation of basic rules and their causes. Next, the author studied the ideas and opinion of Japanese students on the teachers’ use of instructional media, and the learning effectiveness of using Chinese or Japanese as medium of instruction for Japanese students studying the Chinese language. In this research, the study methods employed were mainly questionnaire and classroom observation. The questionnaires were administered to Chinese language teachers and Japanese learners, and classroom observation was done at Japanese schools and in Chinese language classrooms in various foreign language institutions. The results of these studies were used to do a comparative analysis of instructional media. This thesis is divided into five chapters. The initial three chapters explain the motivation for the study and its purpose, investigate prior research and analyze and categorize the research methods. In chapter 4, there are separate two parts. The first analyzes the results of the two questionnaires from Japanese students and Chinese teachers to find the differences between the two. The results were totaled as to their ideas about using Chinese or Japanese as the medium of instruction, the situation in which each medium of instruction was used by Chinese language teachers, the way teachers used a medium of instruction when the student committed an error, the students’ satisfaction with the teachers choice of medium of instruction, and their understanding of the course material. The second part is actual classroom observation of the three different types of classes, and in-depth interviews and recordings of classroom recording used as reference data. In Chapter 5, the conclusions and results are presented. The teachers were clearly in favor of the use of a certain amount of Japanese as the medium of instruction dependent on different learning level, different learning tasks, and different content. From Japanese students’ point of view, it was apparent that the use of Japanese as the medium of instruction was felt to be necessary. Finally, in response to the question of what is the appropriate instructional language usage to bring about effective acquisition of Chinese, the author puts forward several key ideas and concrete suggestions for Chinese language teaching and learning.
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