| After the introduction of "chunk theory" into China,it was first applied in English teaching,and then gradually introduced into the teaching of Chinese as a second language.The combination of "chunk theory" and "memorization input" has been widely recognized and valued in the field of English teaching in China.In teaching Chinese as a foreign language,Professor Zhou Jian advocates reading and reciting valuable common sentences,vivid expressions,famous sayings and excellent short chapters to cultivate Chinese language sense.Based on the related knowledge and theoretical research of "chunk" and "recitation",this paper discusses the effectiveness and feasibility of chunk recitation in TCFL through a semester of teaching experiments.The experimental subjects were the second grade students of Balinese Bridge Trilingual School in Indonesia.The experimental subjects were divided into experimental group and control group by class.Before the experiment,the students in six classes were tested and the differences in test scores were analyzed.After data analysis,there was no significant difference between the two groups.During the experiment,the experimental group was taught with chunks and guided to repeat and output chunks.For the control group,the traditional teaching does not emphasize chunk teaching and chunk accumulation in the recitation process.After the end of the experiment,the post-test data of the experimental group and the control group were statistically analyzed in horizontal and vertical aspects with the help of SPSS software,and the blocks of speech output by students in the oral examination were statistically analyzed.After a semester of teaching practice and analysis of relevant research results,it was concluded that chunk recitation is feasible in listening and speaking classes in Chinese as a foreign language,and the input strategy of chunk recitation is an effective measure to improve students' listening and speaking level,which is worth promoting. |
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