如何将课堂用语结合情景教学有效运用在初级汉语课堂

Presentation on theme: "如何将课堂用语结合情景教学有效运用在初级汉语课堂"— Presentation transcript:

1 如何将课堂用语结合情景教学有效运用在初级汉语课堂
East Stroudsburg University Chao Yu

2 Stay in the target language
How do students stay in the target language ? ACTFL (American Council on the Teaching of Foreign Languages) recommends that language educators and their students use the target language as exclusively as possible (90%) at all levels of instruction during instructional time and when feasible, beyond the classroom. 1) Provide comprehensible input 2) Make meaning clear through body language, gestures, and visual support 3) Check understanding 4) Challenges

3 Comprehensible Input Comprehensible input means that students should be able to understand the essence of what is being said or presented to them. By using context or visual cues, or by asking for clarification, students enhance their knowledge of Chinese. When input is comprehensible, students understand most aspects of what is required for learning, and the learning experience pushes them to greater understanding. By providing rich contexts, props, visual aids, hands-on experiences

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7 Setting 1 Context: You are a Chinese student. Your Chinese teacher Yu Lǎoshī announces the beginning of the class. Your Reaction ? Laoshi: 上课（了）.     Xuesheng: 老师好！ Laoshi: 你们好！

8 Setting 2: Correct or Not?
DOG! 对不对？ 对！

9 Setting 3: Correct or Not?
DOG!

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12 Setting 4: Classroom Instruction
Context: You are a Chinese student. Please follow the instruction of Your Chinese teacher Yu Lǎoshī. Your Reaction ?     打开书     我说，你们听 看黑板

13 Setting 5: Classroom When your Chinese teacher wants you to follow her speaking, what will she say? When your Chinese teacher wants you to repeat what you said, what will she say? 请跟我说.

14 情景教学：Digital story-based Comprehensible Input

15 To set up the context, you need to consider
01 Time 02 Place “The purpose of the Performance-Based Pedagogy is to train the language learners to become the player of other culture” (Walker & Noda, 2000) 03 Roles 04 Scripts 05 Audience

16 ACTFL Integrated Performance Assessment

17 Video...

18 结论： 1. 在零起点中文班使用90%中文教学的有效方法是正确结合 “课堂用语”的使用；
1. 在零起点中文班使用90%中文教学的有效方法是正确结合 “课堂用语”的使用； 2. 通过情景教学五大元素设定语言背景，使学生可以更直观 了解并掌握情境下的语言点； 3. 将短时记忆转化为长时记忆需要结合真实语境反复操练。

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