On implementing conversational writing to improve the Oral Proficiency of an immediate level Chinese Learner in the Classroom

• Main Authors: Yu-Hsuan Wu, 吳俞萱
• Other Authors: Yi-Yao Liao
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/43370497169732839082

碩士 === 中原大學 === 應用華語文研究所 === 99 === The purpose of this research is to explore how to encourage Chinese learner to apply the grammars and patterns learned in the class in dialogue. The research object is a Japanese adult who is living in Taiwan. Although He has learned advanced grammars and patterns, he still could not use them in dialogue. This research was conducted by the researcher who is also the teacher of the research object. An important element in the design is "conversational writing". This research design was that after the regular class, the researcher gave the topic of "conversational writing" after the student has learned the new grammars and patterns. The student finished it at home then handed in to the researcher around 3 days later. The researcher then corrects the homework and hand it back to the student. Another three days later, the researcher initiated a conversation, which was based on the content of the homework. The rationale is through conversational writing, learners have enough time to think and organize. The newly learned language grammars and patterns then can be deeper processed and thus internalized. As a result, the learner's oral proficiency will be improved. The duration of the research is three months in a one to one class. The grammars and patterns in the conversational writing were choosing from Practical Audio-visual 3rdedition. The result showed that conversational writing improves the student's probabilities of applying newly learned grammars and patterns in normal conversation. However, reminder, topic and anxiousness would also influence the learner’s oral performance.