An Action Research on the Effectiveness of Learning Chinese with IQ Chinese as Auxiliary T eaching Material: Beginning Chinese Students As an Example

• Main Authors: Hsiao-Wen Tung, 董曉雯
• Other Authors: Chu-Rong Yen
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/30019513423387793398

碩士 === 文藻外語大學 === 華語文教學研究所 === 104 === As technology advances, the way we interact with people and learn has become definitely more efficient. Conventional teaching methods may not satisfy modern-day students. Moreover, finding time to learn, while keeping with everyone’s busy schedules requires a more evolved way of teaching. The most widespread practice nowadays is designed through multimedia. It facilities student’s interest in learning, while simultaneously achieving the same goal as one would when sitting in a classroom. Hence, the purpose of this study is first to adopt IQ Chinese teaching materials to help the students of a beginning level familiarize themselves with Chinese characters. And second, to using repetitive listening and typing exercises to develop students’ tonal and pronunciation skills and immerse themselves in Chinese learning environment. To achieve the goal of this study, we adopted Far East Everyday Chinese accompanied with IQ Chinese learning materials as the main learning materials. Nine students were involved in the study. The collected data consisted of: (1). One-on-one semi-interviews, (2). Student reflections at the end of the study, and (3). IQ Chinese’s report evaluation. Three Cs (coding, category and concept) method was adopted to analyze the interview materials for the interviews. Content analysis was utilized to analyze students’ refection, and percentages was used to evaluate IQ Chinese’s report. Results indicated: (1). Students learn more actively, (2). IQ Chinese enhances students’ memory and reading abilities, (3). IQ Chinese corrects students’ tones and pronunciation, (4). IQ Chinese multimedia materials promotes students’ interest in learning, and (5). Teacher play as a learning scaffold in multi-media learning context. Findings suggest this method shows prominent success, though improvement in the student’s writing abilities need to be enforced. Key Words: Action research, subordinate materials, multimedia materials, Chinese as a second language, course planning