DOI: 10.5176/2251-3566_L314.66
Authors: Hon Tung Yue
Abstract: With the impact of continual technological development, methods for teaching Chinese at the Chinese University of Hong Kong (CUHK) have changed massively during the last decade. Classroom teaching has shifted from blackboards and chalk to overhead projectors and computer-aided programs; students attend language laboratories instead of meeting teachers face to face, use electronic devices to search for definitions of new words, take photos of notes and handouts, record lectures, and download sound files for listening and practice.
While the change in employing technology for teaching and learning definitely brings convenience, it also brings challenges and opportunities for teachers: How can teachers draw the attention of students in class when they are busy communicating on Face book/Twitter/QQ?
Students with good pronunciation skills use applications such as 'Dragon Dictation' to orally dictate Chinese characters instead of writing them stroke by stroke. How can teachers stimulate students' motivation to learn pinyin, and to read and write Chinese?
In learning Chinese as a second language, what are the most important skills we really want our students to master? What is the most effective way for teachers and students to interact with each other? Does new technology act as a bridge between teachers and students, or rather, a barrier?
For this research, we plan to interview students to find out their perspectives on these issues, to identify opportunities for teachers with a view towards helping teachers improve their teaching methods, and give students useful advice for learning Chinese Language in an effective way.
Keywords: Chinese Language teaching; challenges; opportunities
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