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Effective Use of Classroom Language and Situational Teaching in Elementary Chinese Classes

Learn how to effectively integrate classroom language and situational teaching in beginner Chinese classes to enhance language learning. Discover strategies recommended by ACTFL, such as providing comprehensible input and using visual support to aid understanding. Engage in digital story-based learning for immersive language experiences. Enhance your teaching and learning methods through context setting and performance-based pedagogy. Contact cyu@esu.edu for more information.

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Effective Use of Classroom Language and Situational Teaching in Elementary Chinese Classes

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  1. 如何将课堂用语结合情景教学有效运用在初级汉语课堂如何将课堂用语结合情景教学有效运用在初级汉语课堂 East Stroudsburg University Chao Yu

  2. Stay in the target language How do students stay in the target language ? ACTFL (American Council on the Teaching of Foreign Languages) recommends that language educators and their students use the target language as exclusively as possible (90%) at all levels of instruction during instructional time and when feasible, beyond the classroom. 1) Provide comprehensible input 2) Make meaning clear through body language, gestures, and visual support 3) Check understanding 4) Challenges

  3. Comprehensible Input • Comprehensible input means that students should be able to understand the essence of what is being said or presented to them. • By using context or visual cues, or by asking for clarification, students enhance their knowledge of Chinese. When input is comprehensible, students understand most aspects of what is required for learning, and the learning experience pushes them to greater understanding. • By providing rich contexts, props, visual aids, hands-on experiences

  4. Setting 1 Context: You are a Chinese student. Your Chinese teacher Yu Lǎoshī announces the beginning of the class. Your Reaction ?

  5. Setting 2: Correct or Not? DOG!

  6. Setting 3: Correct or Not? DOG!

  7. Setting 4: Classroom Instruction • Context: You are a Chinese student. Please follow the instruction of Your Chinese teacher Yu Lǎoshī. • Your Reaction ?

  8. Setting 5: Classroom • When your Chinese teacher wants you to follow her speaking, what will she say? • When your Chinese teacher wants you to repeat what you said, what will she say?

  9. 情景教学：Digital story-based Comprehensible Input

  10. To set up the context, you need to consider Time 01 “The purpose of the Performance-Based Pedagogy is to train the language learners to become the player of other culture” (Walker & Noda, 2000) Place 02 Roles 03 Scripts 04 Audience 05

  11. ACTFL Integrated Performance Assessment

  12. Video...

  13. 结论： • 1. 在零起点中文班使用90%中文教学的有效方法是正确结合“课堂用语”的使用； • 2. 通过情景教学五大元素设定语言背景，使学生可以更直观了解并掌握情境下的语言点； • 3. 将短时记忆转化为长时记忆需要结合真实语境反复操练。

  14. cyu@esu.edu

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