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Teaching Chinese intonation for Intermediate-high level learners of Japanese with animation: using shadowing and dubbing practice
teaching Chinese intonation
The objective of this teaching design focuses on improving the accuracy and fluency of learners’ intonation while speaking Chinese. The participants for this research are intermediate and advanced Japanese students. The actual implementation of this teaching design is intended for after school, as students practice independently. One practice unit spans 15 days using “Chinese language animation” as the teaching material. During the first week, learners practice intonation by shadowing Chinese language animation for 15 minutes per day, and perform a dubbing exercise with partners for 15 minutes per day during the second week. There is a dubbing activity on the last day to assess the effectiveness of learning. The literature review section discusses shadowing, Chinese intonation, and the ASSURES Instructional Design Model, summarizing the major principles of this teaching design. The design itself utilizes daily animation material with specially-tailored contexts and distinct intonation. The textbook analysis indicates that the intonation teaching materials of Taiwan, China and Japan are inadequate. Based on the needs analysis of students, learners require an effective method to practice Chinese intonation. According to these results, combined with the ASSURE model, a teaching sample was developed, from which the experiment was produced. Based on the feedback of participants, interviews with professionals, and teaching records, the teaching design was revised. These revisions are specifically cited, such as the particulars of intonation-correction provided by the teacher and determining the appropriate speed of animation. Results of the survey showed that all of the participants agree this teaching design can enhance their appreciation for learning and effectively improve the accuracy of Chinese intonation. They expressed their hope that this teaching design will be integrated into the Chinese courses at language centers. Moreover, participants mentioned that they frequently use lines from the animation material with correct intonation in daily communication. Additionally, according to the assessment of 3 professionals, they estimate this teaching design can achieve the same results of in-class practice while reducing at least 220 hours of group practice time, or nearly 18 hours of one-on-one intonation practice.
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