Enhancing Chinese Conversation Skills Through an Integrated Teaching Approach of The Subject: Chinese Conversation For 2nd Year Students of Suan Sunandha Rajabhat University
Article Sidebar
Main Article Content
Abstract
The purpose of this research was to enhance Chinese conversation skills through an integrated teaching approach of the Subject: ‘Chinese Conversation’ for 2nd year students of Suan Sunandha Rajabhat University. The three teaching approaches including 1) deductive teaching method, 2) audio lingual method, and 3) grammar translation method were integrated to create the teaching approach to increase Chinese communication performance of the students. The population was 160 students from the 2nd year students majoring Chinese language of 3 classes. Sixty participants were randomly selected from the 3 classes and equally divided into 2 groups, A and B. The research instrument consisted of 1) teaching module and language learning activities and 2) Chinese communication tests for both pre-test and posttest of the two groups.
After the implementation for 1 month, the results revealed that Group A learning with traditional teaching method achieved the mean score of 17.26 from the total of 30, while the B group learning with the integrated teaching method achieved the mean score of 20.20. This clearly showed that Group B surpassed Group A with the mean difference of 2.94. It can be concluded that the integrated teaching method played an important role in enhancing conversation skills does increasing language proficiency of the students. The learning activities provided real communication contexts which students can apply knowledge in real life leading to development in communication proficiency.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This article is published under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0), which allows others to share the article with proper attribution to the authors and prohibits commercial use or modification. For any other reuse or republication, permission from the journal and the authors is required.References
Bartz, W.H. (1994). Testing Oral Communication in the Foreign Language Classroom Language Pedagogy. New Jersy: Prenytice Hall.
Clark, J. L. D. (1972). Foreign language testing: Theory and practice. Philadelphia. PA: Center for Curriculum Development.
Crookes, G. (1986). Task classification: A cross-disciplinary review. Technical report No. 4. Honolulu: Center for Second Language Classroom Research.
Ding, J. (2015). In case of constituent substitution (“同形替代法”献疑). Journal of Linyi University, 37(4).
HINKEL, E. (2006). Current Perspectives on Teaching the Four Skills. TESOL Quarterly. Retrieved 10 Jan 2024, from https://onlinelibrary.wiley.com/doi/abs/10.2307/ 40264513
Lin, Y. (2000). 泰国学生汉语定语顺序的偏误分析和习得顺序. Error analysis and acquisition of word-order of chinese modifiers for thai students. (Master's Thesis, Beijing Language University).
Long, M. (1985) A role for instruction in second language acquisition: task-based language teaching' in K. Hyltenstam and M. Pienemann (ed.): Modelling and Assessing Second Language Acquisition. Clevedon: Multilingual Matters.
Long, M., & Crookes, G. (1993). Units of analysis in course design – the case for task. InG. Crookes and S. Gass (eds.), Tasks in a Pedagogical Context: Integrating Theory and Practice. Clevedon: Multilingual Matters.
Montana, T. (2008) Developing English listening and speaking skills for sixth-grade elementary students through communication activities. Thailand: Sakonnakhon Rajabhat University.
Rivers, W. M. (1980) Foreign Language Acquisistion: Where the Real Problems Lie. Deseret Language and Linguistic Society Symposium, 6(1), 2.
Warangkana, K. (2017). Enhancing Communication Skills of Pratomsuka 4 Students Using Situation Based Learning. A thesis for a degree of Curriculum and Instruction. (College of Education Science. Durakij Pundit University).
