A Preliminary Study Of The Pinyin Teaching Mode In University Utara Malaysia

With the deepening of the economic and cultural exchanges between China and the rest ofthe world,the international status of the Chinese language is also increasing,more and morepeople began to learn Chinese,However,Chinese characters have always been the mostdifficult part of Chinese language learning.The difficulty in learning Chinese charactersmakes Pinyin to be an inseparable part of Chinese learning.Pinyin has been recognized andaccepted by Chinese teaching circles all over the world.Many Western countries even directlyput Chinese pinyin into the primary position of Chinese teaching,only teaching Chinese byPinyin,this new Chinese teaching mode called the " Pinyin teaching mode." There aredifferent evaluations about it,but the they all remain in the theoretical level.This papermakes a systematic study on the "Pin Yin teaching mode",in order to know its advantages anddisadvantages and provide reference for the application of this mode.In University Utara Malaysia,people are teaching Chinese in this way.Teaching Chinesewords,sentences,grammars by Pinyin,and to develop students' Pinyin reading and Pinyinwriting skills.In order to know this mode better,the author designed a teaching experiment,used the "Pinyin teaching mode" and the mode of "Starting with Oral Work and CharacterTeaching Follows" in different classes.By comparing the students' listening,speaking andreading scores,the author analyzes the advantages and disadvantages of the "Pinyin teachingmode".At the same time,The author investigates the students' views on the "Pinyin teachingmode and interviewed most Chinese teachers in the university to collect students and teachersviews on the " Pinyin teaching mode".Through the statistical analysis of the students' listening,speaking and reading scores,theresults showed that the "Pinyin teaching mode" did not have obvious advantages in cultivatingstudents' listening and speaking ability,but has a great weakness in cultivating students'reading ability.The results show that the students in the mode of "Starting with Oral Workand Character Teaching Follows" have a lower interest in Chinese characters than those in the"Pinyin teaching mode".It is likely that when the students are transitioning from the Pinyinlearning to Chinese characters learning,they will have a psychological gap and resistance tolearn Chinese characters.This indicating that the learning of Chinese characters can not be toolate.In the interview,teachers reflect that the "Pinyin teaching mode" can improve students'listening and speaking ability faster,,but it is difficult for them to achieve significant progress,because a large number of homonym will increase memory burden.All teachers agree thatChinese characters are indispensable for long-term Chinese learners.It can be seen that the "Pin Yin teaching mode" avoids the difficulty of Chinese charactersin the initial stage and can improve students 'ability of listening and speaking as soon aspossible.However,the difficulties appeared in the later stage.It is not conducive to get furtherimprovement.It is not conducive to the spread of Chinese culture and cultivating students'Chinese way of thinking,so the author suggest that to use "the Pinyin teaching mode" in short-term Chinese learning,in this way,we can detain a lot of students who abandoning theChinese language learning because of the difficulties of Chinese characters,for students whoonly want to learn spoken language or time limited students,this mode is more humane,.