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Hua yu zuo wei er tong di er yu yan de Han yu pin yin jiao cai she ji = The design of hanyu pinyin teaching materials for young children learning Chinese as a second language
Other titles
华语作为儿童第二语言的汉语拼音教材设计
Author
Phuah, Sin Buoi
Supervisor
Goh, Yeng Seng
Abstract
新加坡小学一年级的汉语拼音教材在设计上应该作出适当调整,才能配合来
自讲英语家庭的学生的特殊需要。这群学生的人数正在逐年上升。无论是在声母、韵母、声调乃至音节方面,他们在学习规律和学习时所面对的种种问题,情况都不同于来自讲华语家庭的儿童。因此,汉语拼音教材的设计,首先应该包括重新编排声母、韵母、声调的教学顺序。这能使来自讲英语家庭的学生更易掌握含介音的音节以及部分被作为整体认读,另一部分又未被作为整体认读的音节。不单如此,这类学生也能因此更加容易掌握声韵母的组合规律以及声调的调值。其次,对于和英语有同形结构的华语音节,教材应该采用图片加强说明。此外,教材的设计也应该包括:在发音上和华语声母相近相似的英文字,以协助学生认记容易混淆的声母(j、q、x、z、c、s、zh、ch、sh、r);各个调型组合的双音节词,让学生得到全面的二字连调训练;不同的句型(陈述、疑问、祈使、感叹)或诗词童谣,以加强学生对音节进入语句层后的韵律训练。
自讲英语家庭的学生的特殊需要。这群学生的人数正在逐年上升。无论是在声母、韵母、声调乃至音节方面,他们在学习规律和学习时所面对的种种问题,情况都不同于来自讲华语家庭的儿童。因此,汉语拼音教材的设计,首先应该包括重新编排声母、韵母、声调的教学顺序。这能使来自讲英语家庭的学生更易掌握含介音的音节以及部分被作为整体认读,另一部分又未被作为整体认读的音节。不单如此,这类学生也能因此更加容易掌握声韵母的组合规律以及声调的调值。其次,对于和英语有同形结构的华语音节,教材应该采用图片加强说明。此外,教材的设计也应该包括:在发音上和华语声母相近相似的英文字,以协助学生认记容易混淆的声母(j、q、x、z、c、s、zh、ch、sh、r);各个调型组合的双音节词,让学生得到全面的二字连调训练;不同的句型(陈述、疑问、祈使、感叹)或诗词童谣,以加强学生对音节进入语句层后的韵律训练。
As the number of students from English speaking families in Singapore are rising, timely adjustments to the design of Hanyu Pinyin ( HYPY) teaching materials for the Primary One students are necessarily. Such adjustments are needed as students from the English speaking families face different sets of challenges and problems in the learning of initial consonants, vowels, tones and syllables vis-à-vis students from Chinese speaking families.
The design of HYPY teaching materials would first involve the rearrangement of teaching procedures in initial consonants, vowels and tones. This would assist students to gain a better grasp of syllables containing medial. It will also assist them in the mastery of syllables which at times appear in their entirety for concurrent recognition and pronunciation but at other times not necessarily so. Furthermore, it would enable these students to master the rules of combining initial consonants and vowels as well as the tonal values.
As HYPY syllables with the same structural appearance as English alphabets would be confusing, teaching materials with pictorial illustrations should be used to enhance clarity.
Initial consonants (examples are j, q, x, z, c, s, zh, ch, sh, r) may at times cause confusion to students from English speaking families. Approximate pronunciation in English should be introduced and placed alongside these initial consonants so that students can better recognize and differentiate between them.
The majority of Chinese words are composed of two syllables but with different combinations of tones. Mastery of all the tone patterns for these two-syllable words will greatly facilitate students’ correct pronunciation of the majority of the Chinese vocabulary. Hence, the HYPY teaching materials should include all the possible combinations of tones for these two-syllable words.
Different sentence patterns (declarative, interrogative, imperative, exclamatory) or verses, ditties and children’s folk rhymes could be introduced to strengthen rhythmic training while students advance from syllables to sentences.
The design of HYPY teaching materials would first involve the rearrangement of teaching procedures in initial consonants, vowels and tones. This would assist students to gain a better grasp of syllables containing medial. It will also assist them in the mastery of syllables which at times appear in their entirety for concurrent recognition and pronunciation but at other times not necessarily so. Furthermore, it would enable these students to master the rules of combining initial consonants and vowels as well as the tonal values.
As HYPY syllables with the same structural appearance as English alphabets would be confusing, teaching materials with pictorial illustrations should be used to enhance clarity.
Initial consonants (examples are j, q, x, z, c, s, zh, ch, sh, r) may at times cause confusion to students from English speaking families. Approximate pronunciation in English should be introduced and placed alongside these initial consonants so that students can better recognize and differentiate between them.
The majority of Chinese words are composed of two syllables but with different combinations of tones. Mastery of all the tone patterns for these two-syllable words will greatly facilitate students’ correct pronunciation of the majority of the Chinese vocabulary. Hence, the HYPY teaching materials should include all the possible combinations of tones for these two-syllable words.
Different sentence patterns (declarative, interrogative, imperative, exclamatory) or verses, ditties and children’s folk rhymes could be introduced to strengthen rhythmic training while students advance from syllables to sentences.
Date Issued
2006
Call Number
PL1185 P48
Date Submitted
2006