Research On The Application Of Classroom Games In Teaching Chinese Pinyin As A Foreign Language

The good bilateral cooperation between China and Thailand has promoted the active development of cultural exchanges between the two countries,which has aroused the phenomenon of "Chinese language craze" in various fields of Thailand."The Belt and Road" cooperation strategy has promoted the vigorous development of teaching Chinese to Thai.In teaching Chinese as a foreign language,mastering Chinese Pinyin so that students can accurately listen,distinguish and pronounce,will be helpful to the combination of pronunciation with vocabulary learning and sentence listening and speaking in the future.It will not only lay the foundation for further learning,but also make simple Chinese communication possible and realistic.Pinyin teaching plays a critical role in the whole process of Chinese acquisition for learners.Classroom game,as an effective auxiliary teaching method,has been widely used in teaching Chinese to Thai at primary and secondary schools in recent years,but few studies has been done on the application of classroom games in teaching Chinese to college students without Chinese foundation.The current research firstly collects how predecessors defined classroom games,organizes its characteristics and classification,summarizes the theoretical basis of classroom games in the fields of second language acquisition,psychology and pedagogy,reviews the application and research status of classroom games in second language teaching both at home and abroad.On the basis of literature review,the current study discusses the necessity of using classroom games in teaching Chinese Pinyin as foreign language and the content and importance of teaching Pinyin.Based on the practice of teaching Chinese Pinyin in the primary stage of Rajamangala University of Technology Isan,the current study analyzes the background of the students and the university,and explores the design principles and procedures of implementing classroom games in teaching Chinese Pinyin.From the point view of triggering students’ audio-visual & oral ability,this study intends to design the teaching plan and case analysis on the content of teaching Pinyin(consonant,vowel and tone)for college students without Chinese foundation,in order to guide students to practice and use Chinese Pinyin spontaneously,to provide a teaching example for the application of classroom games in teaching Chinese Pinyin as foreign language.On the basis of teaching practices,the results of questionnaire surveys showed that the students in this class thought that the difficulty of learning Chinese Pinyin is moderate,and the tone is the biggest barrier in the process of learning Chinese.Most of the students accepted classroom games of pinyin teaching and would like to take part in the games actively.From the perspective of gender,there are some differences between male and female students ’ acceptance of classroom games and the appeal of implementation time.Females are more likely to relax and eliminate burnout through games in class,while males want to play after class without any burden after completing their learning tasks;most females have lower expectations of class hours occupied by games in class than males.The results of after-school interview showed that students liked to learn Pinyin through the classroom games,which are of great help for them to remember the knowledge.And teaching reflection has been made from the aspects of the effectiveness of classroom game implementation,the control of difficulties,the feedback and evaluation of effects,the existing problems and limitations,to provide implications for teaching Chinese Pinyin as a foreign language.