Research On Application Of Games In Korean High-School Chinese Textbooks

Games are what make class more interesting and entertain learners more than anything so that they can make sure they participate more joyfully in class; at the same time they let teachers teach in a more fun way. In addition, games are flexible, practical, and active enough to be used for a great number of purposes. Therefore, it is believed that we can expect more efficiency out of teaching with a relatively small amount of effort as long as games are appropriately used in the Chinese classroom.This paper mainly aims to consider how to increase interests of Korean high school students in China and improve their speaking ability for practical use all through games in class. The purpose of this paper is, after offering an analysis of games provided in9different types of Korean high school textbooks as a revised version<Chinese â… >, to suggest a specific idea of teaching methodology in order to enhance teaching and learning Chinese by using games. It will attempt to investigate the effects of learning through games in class in the end.This paper consists of5subparts as following:Chapter1is the introduction on the importance of the aim of this study and literature review of teaching Chinese both in China and Korea. It also addresses research questions and research method.Chapter2is firstly to introduce the definition of a game and clarify its necessity and efficiency. Then it discusses the consideration in using games in class.Chapter3is to examine all types of games offered in textbooks in detail, analyzing the contents of textbooks from4different aspects such as phonology, vocabulary, grammar, and culture based on the recently revised9Chinese textbooks of Korean high school titled <Chinese â… >. After then, it explores the investigation and the analysis of Chinese classrooms using games and their statistical results.Chapter4is to present practical cases of using games with the standard of choosing what to use in teaching Chinese, especially in order to focus on teaching the three main aspects such as phonology, vocabulary, and grammar as an linguistic element. Next, it provides examples of how to improve listening and speaking ability as well as an awareness of cultural knowledge. Lastly, it suggests an outline of classrooms as specific examples including participants, purposes, the allotted amount of time, and sequences and method of teaching Chinese using games.The conclusion has the summary of the process of this study and its limitations. Besides, it find a further developed perspective in teaching and learning Chinese.