LamTeachingChineseWords.docx
- 文档编号:26144665
- 上传时间:2023-06-17
- 格式:DOCX
- 页数:29
- 大小:167.91KB
LamTeachingChineseWords.docx
《LamTeachingChineseWords.docx》由会员分享,可在线阅读,更多相关《LamTeachingChineseWords.docx(29页珍藏版)》请在冰豆网上搜索。
LamTeachingChineseWords
ElectronicJournalofForeignLanguageTeaching
2011,Vol.8,No.1,pp.57–70
©CentreforLanguageStudies
NationalUniversityofSingapore
CriticalAnalysisoftheVariousWaysofTeachingChineseCharacters
HoCheongLam
(hclam@hkucs.org)
TheHongKongInstituteofEducation,PRChina
Abstract
Thisarticleasksthequestion:
WhatarethevariousimportantwaysofteachinglearnerstoreadChinesecharacters?
ItwillattempttoanswerthisquestionbyanalyzingthemostinfluentialapproachesproposedandpracticedforteachingbeginningreadingofChinesecharacters.ThedifferentapproachesrevealthedebateamongeducatorsovertheunderlyingassumptionofhowChinesecharactersshould“best”betaught.Onesideofthedebateholdsthattherecognitionofalargenumberofthecharactersisapre-requisitetoreading,thusbeginningreadinginstructionshouldfocuscentrallyontheteachingofthecharacters(calledcharacter-centeredapproach).Theothersideisconcernedthatreadingformeaningisthepurposeofteachinglearnerstoread,andlearnersnaturallylearntorecognizethecharacterswhilereading.Thus,rightfromthestart,meaningfulreadingshouldbeemphasized(calledmeaning-centeredapproach).ThisreviewandanalysisofthevariousapproachesofteachingChinesecharactersshouldbeusefultoChineselanguageteachersforreasoningabouttheirownwaysofteachingthecharacters.Moreparticularly,theimplicationsofthesevariousapproacheswillbediscussedinthecontextofteachingChineseasaforeignlanguage.
Outline
1 Introduction
2 Character-centeredapproach
2.1Three,HundredandThousand三百千
2.2Intensivelearningofthecharacters集中識字
2.3Learningthecharactersbycomponents部件識字
2.4Learningthecharactersbyrationales字理識字
2.5Wildassociation奇特聯想
3 Meaning-centeredapproach
3.1Extensivelearningofthecharacters分散識字
3.2UsingPinyintoenableearlyreading注音識字
3.3Listeningforlearningthecharacters聽讀識字
4Hybridapproach
4.1Textsofafamilyofcharacters字族文
4.2Learningthecharacterswithinformationtechnology資訊科技
5ImplicationsfortheteachingofChineseasaforeignlanguage
5.1UsingmorediverseapproachesinCFLteaching
5.2Debateontheunitofinstruction
5.3SeparatecoursesonspokenandwrittenChinese
6Conclusion
Notes
References
1Introduction
▲Top
ThequestionofhowtoimprovetheteachingofChinesecharactersiscertainlynotnew.Probably,itdatesbacktowhenpeoplebegantousethecharactersthreethousandyearsago.But,untilnow,thedebateoverthebestwaytoteachthecharactershasstillnotyetbeensettled.Themostcontroversialissuescenteraroundthedichotomybetweencharacter-andmeaning-centeredapproaches(佟樂泉、張一清,1999;施茂枝,2001;關之英,2000;戴汝潛、郝嘉杰,1999).Someeducators(張田若,1991;張志公,1999;andothers)arguethatlearnersshouldlearnalargenumberofcharactersbeforetheyreadandwritetexts(i.e.learningthecharactersintensivelybeforereadingandwriting).Othereducators(斯霞,1978,1982,2001;李楠,1985;andothers)holdtheviewthatlearnersshouldlearntoreadandwritemeaningfultextsrightfromthebeginningsothattheywillpickupthecharactersnaturallyfromthetexts(i.e.learningthecharactersthroughmeaningfulreadingandwriting).
Toalargeextent,thisparallelsthecontroversyoverphonicsteachingandthewholelanguageapproachinlearningtoreadEnglishwords(Chall,1967;Adams,1994).AsChall(2000)putsit:
“Sincethe1920stherehavebeendebatesonwhetherteachingtherecognitionofwholewordsisbetterthanteachingphonics,whetherthealphabetshouldbetaughtbeforeorafterwordsaretaught,andwhetherthechild’sfirstreadingmaterialshouldbestoriesdictatedbythechildren,children’sliterature,orselectionsinprimersandreaders.”(p.58)SimilardebatehasbeenwitnessedinthehistoryofteachingChinesecharacters.Inthisarticle,variousproposalstoenhancetheteachingofChinesecharacterswillbediscussedinrelationtothetwoopposingviews.
ItmustbepointedoutthatmostoftheapproachesmentionedinthisarticlehavebeenseriouslytriedoutonlyinthecontextofteachingnativeChinese-speakingchildren,whoarealreadyabletospeakandunderstandspokenChinese.ThisshouldnotbecompletelyidenticaltotheChineseasaforeignlanguage(CFL)situation,wherelearnersaremostlyadultandhavelearnedatleastoneotherlanguage.However,someaspectsofwhatworksfornativeChinese-speakingchildrenshouldalsobeapplicableforteachingCFLlearners,sincethecharacterstobelearnedarethesame.ItistheintentofthisarticletobringnewinsighttoCFLteaching.Inwhatfollows,IwilldiscussthevariousapproachestoteachChinesecharacterscategorizedundercharacter-centered,meaning-centeredandhybridapproaches,inthisorder.
2Character-centeredapproach
▲Top
2.1Three,HundredandThousand三百千
▲Top
ThemosttraditionalwaytoteachChinesecharactersistheuseofThreeCharacterScripture三字經,HundredFamilyNames百家姓andAThousandCharacters千字文,orinshortThree,HundredandThousand三百千.TheyhadbeeninusewidelyalloverChinaformorethanathousandyears(張志公,1999).Theycertainlyreflecttheexperiencethatteachersinancienttimesgainedinhowtoteachcharacterseffectivelytolearners.Asanexample,thefirstfewlinesoftheoldestThousandareshownbelow.
Fig.1:
ThebeginningofThousand.
Rhythmictext.Asseenabove,eachlineisregularlycomposedof4characters,whichgivesrisetoarhythminrecitation.Moreover,thelastcharactersintheevenlinesarebasicallyinrhyme,namely,荒huang1,張zhang1,藏zang4and霜shuang1.Allthesearehelpfultolearnersinmemorizingthetext.
Rhythmictext.Asseenabove,eachlineisregularlycomposedof4characters,whichgivesrisetoarhythminrecitation.Moreover,thelastcharactersintheevenlinesarebasicallyinrhyme,namely,荒huang1,張zhang1,藏zang4and霜shuang1.Allthesearehelpfultolearnersinmemorizingthetext.
Learningthecharactersfirstbeforereading.Therationalebehindthistraditionalapproachistoteachintensivelyalargenumberofcharactersatthebeginning(張志公,1999).Learnerswererequiredtoconcentratetheireffortsonlearningabouttwothousandscharactersinthefirstyear.Onlyafterthatwouldtheteachersaskthemtoreadclassicaltexts,poetry,legendarytalesandothers(i.e.learningthecharactersfirstbeforereading先識字,後讀書).
Separatinglearningtoreadfromlearningtowrite.Anotherimportantcharacteristicofthistraditionalapproachistoseparatetheteachingofreadingfromthatofwriting(張志公,1999).Theteachersrecognizedthattheabilitytowritethecharacterswasdevelopedmuchslowerthanthattorecognizethecharacters.Thus,inordernottohinderthelearnersfromlearninghowtorecognizealargenumberofcharacters,theteachersoftendidnotrequirethemtopreciselywritethecharactersinThree,HundredandThousand.Instead,thelearnerswereaskedtopracticewritingcharactersoffewerstrokes,forexample,“上大人,丘乙己[Inancienttime,therewasasuperiormancalledConfucius]”.
Three,HundredandThousandarenolongerusedsinceearlylastcentury.Butundeniablytheideaofintensiveteachingofthecharacterscontinuestohaveremarkableinfluencetoday.
2.2Intensivelearningofthecharacters集中識字
▲Top
BeiguanExperimentSchool北關實驗學校,wheretheteachersfirstteachalargegroupofcharacterstothelearnersandonlyuponcompletiondotheygivethelearnersreadingsasaconsolidationofthecharacters(i.e.IntensiveLearningoftheCharacters集中識字).Afterthat,theymoveontoanothergroupofcharacters.Thequestionthattheteachersfacedishowtoorganizethecharactersintogroups.
Theexperienceoftheteachersistorecognizetheimportanceofanalyzingthecharactersintosemanticradicalsandphoneticradicals.Aseriesofcharacterswerechosenfromabasiccharacter;forexample,from巴to疤‘scar’ba1,把‘handle’ba3,爸‘father’ba4,吧‘thesoundof“ba”’ba1and肥‘fat’fei2(張田若,1991).Fromlearningothercharacters,thelearnerswerealreadyfamiliarwiththesemanticradicals
‘illness,’
‘hand,’
‘father,’
‘mouth’and
‘meat’.Therefore,themeaningsofthelistofnewcharacterscouldbeeasilyfiguredout.Forexample,addinga
‘illness’to巴resultsin疤‘scar’ba1.Forthesoundsofthecharacters,eventhoughsomeofthemarenotexactlyidentical,forexample,巴ba1and爸ba4,thelearnerscouldmakeuseoftheirspokenvocabularytoworkouttheexactsoundsasthecharacterswereusuallypronouncedinthecontextofwords,thatis,ba4ba爸爸butnotba4ba4.Furthermore,eventhoughthecharacter肥1,whichispronouncedasfei2,isirregular,fromtheexperienceoftheteachers,learningitasanexceptiondoesnotcausemuchproblemtothelearners.Ofparticularimportancehereistheideaofteachingthecharactersingroupsthatsharethesamephoneticradical.
Bydoingso,theexperimentschoolreportsthatthechildrencompletelymastered2,500characterswithintwoyears(張田若,1991,p.17).AnothersuccessfulexampleforimplementingthisapproachisJingshanSchool景山學校,wherethechildrencouldsatisfactorilyrecognize2,200–2,500charactersaftertwoyearsofinstruction(劉曼華,1993)2.
2.3Learningthecharactersbycomponents部件識字
▲Top
Su蘇靜白(1988,1991)proposesasystematictrainingtoorganizethecharactersfromthesimpletothecompound(i.e.theessenceofLearningtheCharactersbyComponent部件識字).Sut
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- LamTeachingChineseWords