A Study Of Grammar Practice In The Primary Comprehensive Chinese Class

Grammar Practice is one of the most important sections in Chinese class. The language acquisition normally experiences the process of perception, comprehension, imitation, memorizing, consolidating and using. The last four progress need to be accomplished by practice. The effect of grammar practice has an impact on the fulfillment of the teaching goal and also affects the students’Chinese learning.However, in view of the current situation, tons of puzzles still exist in the progress of grammar practice. As to the input and output aspect, some class still puts teacher in center stage and doesn’t provide students enough chances to speak and practice, which leads to the insufficiency of the students’output. Some teachers get inadequate sense of repeating, which leads to the low quantity of the input; at the same time, the material for grammar, the atmosphere diminish the students’ motivation to take part in the grammar practice. Looking though the recent research achievement, research on grammar practice is not specific enough, among which those tends to specializing on grammar practice are less. Normally grammar practice is regarded as a branch of the whole practice in class, being studied along with the vocabulary practice and the text practice, which is lack of specialism and pertinence. The empirical studies of the class under the theory guidance are even less.This dissertation took the grammar practice in primary level comprehensive class as the object of the research. We adopted both quantitative and qualitative methodology. As for the quantitative research, we made a recording for6teachers at home and abroad respectively through video and audio recording facilities. We recorded6hours for the4teachers domestic and3hours for the2teachers from Spain. The total duration is1500minutes. And we transferred them into a text of about200,000characters. Based on the recording of the class; we made an evaluation and analysis of the6teachers. As for the qualitative research, we made an one-hour half-structured interviews for the6teachers separately. Eventually we got an approximately60,000transcript text from the recording. We tried to explain the factors that influence the teachers’behavior during the organization of the grammar practicing and based on this we give suggestions in purpose of the improvement of the class.We raised the following questions based on the observation of the class recording as below:what’s the difference between the input and output of different class? What are the factors that lead to those differences? What enlightenment can we get? We also look into the topics about how to choose materials for the grammar practice and how to maintain a good atmosphere during the grammar practice. And then we tried to figure out the answers and proposed suggestions combined with the observation of the recording of the6teachers and the research achievement of the former people. Though the research, we found that the factors such as concept of teaching, the teaching experience, the studying experience and the teaching method will affect the organization of the grammar practice. The expert, the novice, the proficient and the oversea teachers have their own advantages and drawbacks, which suggests that most teachers have the space of improvement in the section of grammar practice.Through the class observation we find that, in the aspect of input and output, the expert and the proficient teachers have the advantage in the quantity and the quality of the sentence. Also, they turned to organize the grammar practice dispersedly. The novice teachers on the other hand pay more attention to the quantity and quality of the output. And they prefer to practice the grammar concentrated. As to the materials, the expert and proficient teachers selected most of their materials from the textbook, accompanied by some topics close to the daily life. The novice teachers prefer the materials from the popular culture and the hot spot of the society. Whereas, they don’t make the full use of the textbook. The Spanish teacher adapted the drills of the textbook to adjust to the need of the students. As for the atmosphere of the class, the same design of an activity organized in different ways can obtain different results. On the other hand, the expert teacher buiit a better motion connection with the students and got a better atmosphere. We got the inspirations as follows:Firstly, teachers should have the sense of repeating and organize the practice dispersedly consciously. Teachers should update their teaching ideas and attach more attention to the quantity and quality of the students’output. They should guarantee the students more chance to speak. Secondly, teachers should explore the textbook more sufficiently. They can build a material pool and share the materials. Finally, the relaxed atmosphere is necessary. And teachers should build a solid motion connection to encourage the output of the students.