교양 중국어와 영어 교재의 말하기 활동 비교 및 학습자 인식 조사
Comparing Speaking Activities of Chinese and English Language Textbooks and College Students’ Perception
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This study aims to analyze speaking activities between Chinese and English communicative college level textbooks and to invest the college students’ perceptions of the speaking activities. Five Chinese and English language learning books were selected and analyzed with focus on interaction and communicative activities. 224 local college students completed a survey. Of those surveyed, 100 students were taking Chinese classes and 124 students were taking English classes. The results are as follows: First, Chinese textbooks dealt with much fewer speaking activities than English textbooks. Specifically, on interaction, there were fewer group activities in Chinese textbooks with less communication activities and little variety in types of activities. Second, the students’ perception corresponded with the textbook analysis. Students taking a Chinese class experienced mainly teacher-student interactions or the whole class interactions, rather than group activities. These Chinese students had little experience with activities such as group discussions, playing games, conducting interviews, and giving presentations. The study reinforces the need to develop Chinese textbooks with more focus on communicative competence to enhance students’ communicative capabilities. Further pedagogical implications are discussed.
Abstract
This study aims to analyze speaking activities between Chinese and English communicative college level textbooks and to invest the college students’ perceptions of the speaking activities. Five Chinese and English language learning books were selected and analyzed with focus on interaction and communicative activities. 224 local college students completed a survey. Of those surveyed, 100 students were taking Chinese classes and 124 students were taking English classes. The results are as follows: First, Chinese textbooks dealt with much fewer speaking activities than English textbooks. Specifically, on interaction, there were fewer group activities in Chinese textbooks with less communication activities and little variety in types of activities. Second, the students’ perception corresponded with the textbook analysis. Students taking a Chinese class experienced mainly teacher-student interactions or the whole class interactions, rather than group activities. These Chinese students had little experience with activities such as group discussions, playing games, conducting interviews, and giving presentations. The study reinforces the need to develop Chinese textbooks with more focus on communicative competence to enhance students’ communicative capabilities. Further pedagogical implications are discussed.
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