Please use this identifier to cite or link to this item:
Heading to Second language acquisition for new immigrants social network lecture as Chinese-Vietnam for example
BUI THI VIET HA
Second language instruction mode
Online Chinese course
The purpose of this study is to establish an online teaching platform for new immigrant learning Chinese as a second language. This paper used Sagor (1993) proposed action research method for forming a new immigrant Chinese language Internet content courses on empirical research steps in order to develop the content of the online Chinese course for new immigrants based on their learning background and learning needs. Teaching units such as pinyin, people in the story, vocabulary drills, character drills, and syntax drills were included after the lesson module was completed. Action research was conducted on individual new immigrant based on the content structure of the lesson. After 280 minutes of pilot teaching, the content was revised based on the feedbacks received. Group discussions and evaluations were also conducted to help with content revision. Results from the pilot teaching showed that learners were satisfied with the content. Learners also expressed the desire for more drills and multimedia assisted learning tools. Interviews with experts revealed the necessity of combined group effort in establishing a teaching platform. This group would include scholars, website developers, bilingual and bicultural instructors, website technicians, voice-over and filming specialists. Simultaneous online instructions need to take into account band width and time differences; non-simultaneous instructions need to consider the problem of delayed response to learners’ questioning. Survey on online Chinese course indicated that 62% of new immigrants use the Internet, suggesting the feasibility of learning online. Forty-one percent wished to engage in simultaneous instruction, 33% wished to combine simultaneous and non-simultaneous instruction. The online platform of this study uses both simultaneous and non-simultaneous instructions. New immigrants preferred to use the computer in their mother language (average 4.21, highest being 5) and Chinese (average 4.04). Therefore the platform adopts both Chinese and Vietnamese interfaces. Average for Zhuyin and Pinyin was 3.9, therefore characters are coded in both systems. They preferred glosses to be written in their mother language (average 3.88), therefore glosses and syntax are explained in Vietnamese. Programming teaching units: Life conversation has seven themes, hospitals, family, shopping, work units, companies and jobs, schools, transportation; reading has four themes, hospitals, homes, schools, work units. Writing has four themes, hospitals, families, companies and work, work units. Language instruction for new immigrants is rather systematic, in addition to the learners’ learning styles, second language instruction theories and lesson development must also be considered. The content of the lessons, order to the lessons, and the vocabulary framework came from new immigrant corpuses or existing teaching materials for new immigrants. Existing teaching platforms in Taiwan and abroad were analyzed to develop this current one. The teaching platform developed from this current study combines videos and still images to give learners suitable and rich exercises and drills to help them develop their listening, speaking, reading, and writing skills. Keywords: Second language instruction mode, New immigrants, Online Chinese course, Distance teaching, Vietnamese learners
|Appears in Collections:||學位論文|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.