The Application Of Communicative Approach In Chinese Teaching In Malaysia

The thesis is to explore and reflect on the application of Communicative Approach in Matrix Global Schools' Chinese as a second language class in Seremban,Malaysia,to solve the problem in Chinese language teaching that students feel nothing to say in class.By the fieldwork and the questionnaire to collect the information of the schools and the students and by observing class,writing teaching journals and analyzing the teaching cases to continuously explore and improve the application of Communicative Approach in Chinese language teaching,the research aims to make students speak and talk more in Chinese,be more active to take part in the class activities and obtain the ability to use the Chinese language in their real life.The thesis consists of four chapters.Chapter One introduces the purpose of this research by revealing the embarrassment of silence in Chinese class,the theory and the literature reviews of Communicative Approach,the content and the methods of the research.Chapter Two introduces the background of the research:the Chinese Course,the Chinese teaching materials and the survey of the learners' Chinese learning situation by using the questionnaire consisting of the situation of learning Chinese in and after class and the attitude to Chinese learning and Chinese class.Chapter Three introduces the application of Communicative Approach in teaching from three aspects:a)ingeniously using communicative materials to improve the learners' interest and sense of participation;b)combining the language teaching with the real communicative situations to help students learn for using;c)designing interesting communicative tasks to let learners learn Chinese in the interaction and use Chinese in the interview tasks.Chapter Four is about the conclusion of the Communicative Approach teaching cases,the deficiencies of this paper and the four suggestions of teaching Chinese by using Communicative Approach in Malaysia's Secondary School:a)collecting communicative materials from daily life;b)designing and creating communicative materials by using learners' audio-visual information;c)thinking about the connection between teaching contents and school life and finding the communicative background from school activities;d)communicating with students to know their learning process and interest and using these information to adjust the teaching activities.