语音强化课教学方法初探

Abstract

Frankfurt University offers a 10-day intensive course on Chinese sound system and pronunciation to students majoring in Chinese prior to their first semester. As the gateway to elementary Chinese, this course provides concentrated and intensive training in Chinese pronunciation. This course, however, presents two major challenges in terms of curriculum design. The first challenge concerns with the planning of course contents. Should the teacher introduce all phonetic elements, such as initials, finals, and tones, to students at the beginning and then move on to intensive practices? Or should practices be incorporated as soon as new material is presented? The second challenge is about maintaining students’ interests. Due to frequent contact hours and the repetitive nature of practicing sound production, students tend to become fatigued and their interest level tends to decrease. What should the teachers do to not only improve students’ pronunciation but also generate interests and enthusiasm? Based on the authors’ teaching experiences and students’ survey, this article deliberates curriculum design and pedagogical practices in teaching Pinyin in intensive courses. It explores effective and creative teaching methods that promote learning and motivate learners.