Comprehensive study on the composition and execution of beginner autodidactic Chinese language instruction materials-from the perspective of a Japanese employee in Taiwan

• Main Authors: Wang,Yi-Ting, 王薏婷
• Other Authors: 馮永敏
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/31869208710340008914

碩士 === 臺北市立教育大學 === 華語文教學碩士學位學程 === 100 === Since the introduction of digital and multi-media, it has been incorporated into instruction techniques or instruction materials to advance learning experience. The over-emphasis on digitalizing Chinese language instruction materials, however, creates a problem for the middle-age learners who are not familiar with the technology. The purpose of this article is two-fold: 1. Discuss the problem with digitalizing autodidactic learning materials, 2. Provide an alternative learning solution for this group of learners, based on the premise that the development of instruction materials should be centered on the learners. This research takes on the perspective of a Japanese employee in Taiwan. The second paragraph discusses an array of related topic on autodidactic Chinese language instruction materials. From beginner to intermediate level, to ones tailored to the needs of a Japanese learner, there is a clear lack of autodidactic Chinese language instruction materials, while the demand for them is dire. The third paragraph presents an in-depth analysis of two autodidactic Chinese language instruction materials in the market - <Chinese Language (1st volume)(華語第一冊)> and <Speak Mandarin in One Thousand Words(一千字說華語) >. A set of initial guideline are derived from individualistic and comprehensive of the two instruction materials. Furthermore, targeted suggestions are made toward the confusing areas of the materials for improvements. Since instruction materials are meant for learners, the fourth paragraph presents a survey that combines the views and opinion of both instructor and learners. This survey promotes understanding of the needs of employee learners and the challenges they are facing, which is used as reference to make adjustments to the newly proposed instruction materials. The fifth paragraph consolidates many theories on developing instruction materials, and proposes a framework on which the future autodidactic instruction materials can base upon. By combining the fundamental guidelines discussed in third and fourth paragraph, along with the recommendations from mainstream curriculum on language ability and skills, suitable and targeted contents can be developed. An attempt is made in the sixth paragraph to compose a set of instruction materials with texts and practice questions. During the drafting process, many consultation sessions are held with senior instructors to discuss and modify the materials. The current prototype is made possible through the valuable feedbacks from instructors and scholars. Four suggestions on learning material were taking into consideration in this article. 1. Theoretical knowledge in the material. 2. Analysis on the actual material. 3. Survey on the requirements of learners and teachers. 3. Survey on the feedback of the newly proposed learning material. Despite every consideration, the work of one person is weak in comparison to the collaborative power of a community. More data input and contribution is needed to make this proposed learning material framework more suitable and directed to the use of learners.