Chinese For Tomorrow: A Computer-Based Approach to Teaching Chinese
Panel Proposal
Wayne
He (US
Dela
Jiao (
Qiuxia
Shao (
Christopher
Livaccari (
Paul
Marks (
Chinese
for Tomorrow (hereafter
CFT) is a textbook series, published
by Cheng and Tsui Company in the fall of 2007. In Catalog 49, fall/winter 2007,
the publisher introduced the book, calling it a “groundbreaking new course [in which the] computer input of Chinese
characters (“Computer Chinese”) is utilized as both a language learning tool,
and a fifth language skill, to make the process of learning Chinese more
efficient, effective, and rewarding.”
In this panel, we will discuss some of the critical innovative designs of CFT:.
1. Using what is herein called the “Computer
Chinese” or “CC” method, the authors treat computer input of Chinese characters
as both a language learning tool, and as a fifth language skill, along with the
more traditionally defined ones of speaking, listening, reading, and
writing. With the computer as an
integral part of a first-year Chinese program, CC method can rapidly speed the
process of language acquisition and greatly reduce the “pain-gain” ratio for
students.
2. This new approach avoids the dilemma of
traditional grammar centered textbook designs, focusing instead on effective communication
by separating the grammar items into a companion grammar book.
3. Large numbers of new vocabulary items are introduced in each lesson. Because of the inherent difficulty of Chinese characters, students have traditionally learned Chinese vocabulary very slowly. But students using the CC method can learn how to speak, understand, and recognize vocabulary items in a relatively short period of time. With an increased number of new vocabulary items, students can progress much faster. To maximize students’ mastery of the vocabulary items, CFT includes a number of special features:
a. While studying pinyin and keyboarding, students use vocabulary items in the first few lessons to practice reading and typing.
b.
A group of core single-character words are
selected (5-10
most commonly used single characters by frequency counts in each lesson) for
the students to practice hand writing and to use them to create compound words.
c.
CFT presents a range of specially designed activities that allow students
to practice distinguishing the vocabulary characters from other characters with
similar sounds and structures, dividing them into components and analyzing common
radicals.
4. Reinforcing prior
knowledge is another special design of CFT. Each lesson incorporates much of the language
previously introduced to reinforce the students' mastery . Vocabulary
items from previous lessons are used in the oral, typing and other exercises in
the textbook, and in later lessons, also in the grammar books.
5. Carefully
designed speaking and reading exercises reinforce student learning. Speaking exercises provide short
listening and speaking conversations, using similar language and situations
from the texts. The reading exercise includes both reading pieces using the
language from the texts and open-vocabulary readings that students can read with
the help of dictionaries.
6.
Each chapter in the textbook includes a section introducing culture. The teacher’s
Manual includes extra classroom activities, sample syllabi and tests.
All of these
innovative designs make Chinese For
Tomorrow unique among currently available Chinese language textbooks,
filling a gaping hole in Chinese language teaching for an effective and
engaging computer based learning method. It represents an entirely new
direction in Chinese language teaching and learning.
In this panel,
Wayne He (US Military Academy at