Action Research on Teaching Primary School Chinese Writing as a Second Language — Example based on E-mail

• Main Authors: TAN DANQI, 陳丹淇
• Other Authors: Dr Yungwei Hao
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/75nre7

碩士 === 國立臺灣師範大學 === 教育學系 === 102 === Like all other countries who show emphasis in Chinese Language teaching, Singapore is currently facing a very difficult challenge, with English as her first language and Chinese as her second language. Singaporean students whom are learning Chinese as a second language find learning Chinese dull and difficult, resulting in Chinese language teachers facing a higher challenge in teaching. As a result, the researcher being a Singapore Chinese language teacher , focuses the topic of this study on the instructional design of Chinese e-mail writing , with three objectives in mind: to understand students' attitudes and views towards the learning experience of the Chinese e-mail writing instructional design ; to understand and analyze the impact of the Chinese e-mail writing instructional design towards the effectiveness of students’ learning ; to review and develop an instructional design on Chinese e-mail writing suitable for Primary Four students. The action research method was adopted in this study, with the researcher’s class of Primary Four students in a particular Singapore Primary school as the research participants. Throughout the research process, qualitative-based data, supplemented by quantitative-based data, were collected through students’ interviews, lesson videos observations, questionnaires, students’ results, students’ work and document analysis. All data collected were analyzed and summarized. The following conclusions were reached: (1) Substantially, students displayed a positive learning attitude towards the Chinese e-mail writing instructional design content and methods, expressing particular interest in the teaching matter, instructional media and teaching strategies used. (2) The Chinese e-mail writing instructional design brought upon positive learning results amongst students, as reflected in the significant increase of their e-mail writing scores. Students also mastered the basic format of Chinese e-mail writing, learned how to write e-mails in Chinese as well as the usage of the computer to type and send e-mails. In addition, the designed email-writing content provided students opportunities to deepen their learning. (3) The teacher is the key element in the developmental process and outcome of the Chinese e-mail writing instructional design. Being a teacher, student interviews, teaching observations and constant reflection are crucial to review and create a writing instructional design with specific targets and personalized feature. Based on the research results and findings, inspirations and suggestions were put forward to Chinese Language teachers in the aspects of instructional design and the teacher’s role. Concrete suggestions were also provided for future research reference, with the hope that the findings will benefit and aid relevant personnel in terms of both theory and practice.