Experimental Study On Recitation In International Chinese Language Teaching

In China,“Reading aloud and recitation” is a method of reading and learning that is cultivated from early school-age on.It has a rich practice in traditional Chinese teaching.Until now,Chinese language education,especially in the elementary school stage,still regards it as an essential language learning method.In addition,recitation is also widely used in national second language(English)teaching.Relevant studies have shown that recitation has a significant effect on improving learners' English comprehensive ability.The reading aloud process emphasizes pronunciation,and recitation focuses on reading and memorizing.Therefore,the process of “familiar into a chant” will certainly have a good influence on the pronunciation of the readers.So,as to overseas school-age children,during the stage of basic Chinese teaching,what kind of teaching effect will be produced if the teacher using recitation as a method of second language teaching? Based on the theory of phonology and psychology related memory,through the study of the traditional methods of recitation and analyzing interpreting strategies to assist in the rationality and feasibility of teaching Chinese as a foreign language,based on the practical experience of predecessors,especially in the field of Chinese language and English teaching,the author conducted a four-month class rehearsal teaching experiment at the JB School in Bali,Indonesia.The target students were the children of the first grade of primary school.After the experiment,through the analysis of the results of the experimental class and the control class,we examined the influence of the recitation teaching strategy on the listening,speaking,reading,writing and pronunciation performances of young learners of Chinese as second language.The study found that reading aloud can effectively improve the students' overall level of Chinese language,but the effect of this teaching experiment on students' phonetics,especially pronunciation,is not obvious.After the experiment,we conducted a questionnaire survey of 63 students in the experimental class,and found that students' acceptance of the teaching of recitation was good.Due to the time limit for internships,we have no conditions to continue this class experiment.In order to further study the possible influence of recitation on learners' phonetic knowledge(pronunciation),the author selected an adult advanced Chinese learner who have independent reading skills and obvious pronunciation problems as the object of research and designed and implemented a seven-weeks(50days)study: acase study designed to track the impact of reading aloud and recitation on his pronunciation.Through the comparison and analysis of the pronunciation test scores before and after the teaching,we found that reading aloud and recitation helped the student break through the bottleneck of the pronunciation “fossilization” and effectively improved his phonological abilities in a short period of time.At the end of the study,we conducted a interview with him to understand his experience with this method.On the one hand,the case study tries to remedy the deficiencies of the class experiment.We can predict that,in a short period of time,the recitation teaching may have little effect on the speech performance of the experimental class,but if there is the continuation of the recitation teaching,the pronunciation level of the experimental class will be higher than that of the control class.On the other hand,as an independent experiment,the case study explored the possibility of improving the overall phonetic ability of Chinese L2 learners by using recitation as a method.The teaching experiment part of this study has strict variable control and standard operating procedures.We hope that through practice,we can explore the application and promotion value of recitation in teaching Chinese as a foreign language.