Teaching the Ba-construction based on Practical Audio-Visual Chinese Volume II: An Action Research

• Main Authors: Kao, Hsiu-Ling, 高秀玲
• Other Authors: Tsai,I-Ni
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/01372622187766130898

碩士 === 國立臺中教育大學 === 語文教育學系華語文教學碩士班 === 105 === For a long while now the ba-construction has been a focal point in Chinese teaching. Due to its specificity to the Chinese language, high frequency of use and comparatively complicated structure, this sentence pattern is a source of difficulty for foreign students. Although the ba-construction is widely used by native Chinese speakers, its frequency of use by foreign students is low, while the error rate is high. A great deal of previous research has been conducted on the ba-construction of the semantic function of ba and suggestions for teaching it; the effectiveness of implementation in an actual classroom has seldom been studied. Accordingly, this study attempted to begin from a practical teaching and application point of view. An action research approach was selected, carried out via the researcher's observations and experiments while teaching a Chinese night class. Teaching experiments were conducted over a period of ten class sessions and were based on instructional material in Practical Audio Visual Chinese Volume II, a widely used text at the university level. The researcher focused on the problems associated with the teaching of ba in addition to past student error in producing the ba-sentence pattern and improved teaching design. Based on the teaching strategy and sequence developed through action research, as well as beginners’ difficulty in grasping the ba-construction, lesson plans were designed and matched with teaching methods and activities. In addition, problems discovered during class sessions were reflected upon and corrected. Through classroom action research and the actual ba-constructions that emerged during the teaching process, the most appropriate teaching order and method were found. After ten class sessions, student learning outcomes and were clearly improved and the rate of error reduced, while the quality of teaching and the teacher’s professional development were also improved. It is hoped that this research will help beginning learners to easily and moreover correctly use the sentence pattern.