The application of Chinese songs in teaching Chinese as a foreign language
The application of Chinese songs in Chinese teaching is increasing, and it also plays a positive role. However, how to better and more effectively use Chinese songs to assist teaching is still in the exploration stage. The following is the knowledge about the application of Chinese songs in teaching Chinese as a foreign language. Welcome to read.
First, the application value in teaching Chinese as a foreign language
The application value of Chinese songs in Chinese teaching is various.
First of all, Chinese songs can create a relaxed and lively classroom atmosphere for Chinese learning. Chinese song Krashen's AffectiveFilterHypothesis points out that the acceptance of language input mainly depends on the learners' affective factors. As a filter, negative emotions hinder learners' language input, so teachers should create a relaxed atmosphere to arouse students' positive emotions. Songs are an effective way to filter low emotions and promote language acquisition. Zhao Yue believes that "in teaching Chinese as a foreign language, if we can properly choose Chinese songs that are close to students' real life and aesthetic taste, and adopt scientific teaching methods, students can gradually form a correct hunch and overall grasp ability, and to some extent, students will be liberated from boring and monotonous teaching." Practice shows that the song "Sweet Honey" has a certain popularity in many Southeast Asian countries, and students are familiar with the melody of the song and have a strong interest in learning.
Secondly, Chinese songs can increase students' vocabulary, consolidate grammar points and introduce rhetorical knowledge. Chinese beginners are afraid of memorizing Chinese characters and vocabulary. "Chinese lyrics are full of interesting words, and learning one can promote students to consolidate old words and learn new words." Teachers can choose different songs for interspersed teaching according to students' Chinese level. Taking a teacher's teaching of foreign students from zero as an example, he chose the MV of Welcome to Beijing for teaching. Students saw the Forbidden City, the Great Wall and other places of interest in the MV, as well as the "Bird's Nest", the T3 terminal of the Capital Airport and other modern buildings. They also enjoyed calligraphy and Peking Opera, and felt the charm of Beijing. Its beautiful melody and soothing rhythm are also convenient for international students to learn. All the foreign students showed great interest, and they remembered and learned the words' that haven't appeared in the textbook in the process of learning to sing.
The lyrics basically conform to the grammatical norms, and the repetition rate is high, which can play a good role in consolidating grammar knowledge. Such as "Bi sentence"-"Better every year, better every year" (Zhang Zhenfei's "Better every year"), "Ba sentence"-"Let go of love, let go of my hand, open my heart" (Fei Er band "Let go of love"), "Bei sentence"-"I was hit by youth"
The beautiful lyrics of many Chinese songs are due to the use of rhetorical devices, which make the lyrics far-reaching and add aesthetic feeling. For example, the song "Lift up your hijab" uses a lot of metaphors to vividly depict the image of a beautiful girl.
In addition, songs will reflect the national characteristics or the characteristics of the times. International students can broaden their cultural horizons by learning Chinese songs. Such as China Wa, Welcome to Beijing, Wine on September 9th, Visit Home Often, etc. By learning these songs, students can deeply understand the cultural connotation of China.
Second, the teaching form in classroom activities
Chinese songs can play a good teaching effect. What activities can be organized to realize their teaching value in the specific teaching process?
Through teaching practice, it is considered that there are the following organizational forms:
1. Supplementary lyrics: Some words or sentences learned in the lyrics can be removed, and students are required to write down the missing words or sentences while listening to the song. This activity can not only exercise students' listening, but also consolidate the vocabulary or sentence patterns they have learned, and supplement the complete lyrics to provide convenience for students to practice singing songs after class.
2. Choose words to fill in the blanks: remove some words from the lyrics and provide options for students to choose. If phonetic discrimination is the goal, the suggested options are mainly pinyin, or phonetic words are given for students to complete while listening. If the grammar item is taken as the object of investigation, students should complete their choices before listening to the song. Take "Half Moon Climbing Up" as an example, the exercise can be set to "What's wrong with my girl? A. Come out B. Go out C. Come in D. Go in "and so on.
3. Arrange the lyrics in order: Li Mimi and Yu Xia (28) put forward the method of "disordering the lyrics by sections, and marking them with A, B, C, D, E, etc. respectively, so that students can restore the arrangement order of the lyrics while enjoying the songs" [4]. In addition, you can also disturb the order of lyrics and sentences before listening to the song. Ask students to try to arrange sentences according to their understanding of sentence semantics, and then listen to the song to check whether their arrangement is correct. Both methods can train sentence and discourse ability.
4. Lyrics imitation: Lyrics are generally clear in structure and easy to imitate, which can be used to improve students' writing ability. At the same time, singing songs written by oneself can make students proud and more confident. For beginners, you can start with simple songs. In teaching, students from zero starting point are required to write a song modeled after Happy Birthday. Some students write Happy Parents and Happy Everyday. For foreign students with a high degree of Chinese, they can ask for copying songs with higher difficulty.
The above are some teaching forms adopted by some teachers in teaching, which have played a good teaching effect in teaching practice.
Although the effect is very good, we should pay attention to the following problems:
1. Pay attention to whether the pronunciation of the song is accurate. Many sounds in the song have changed, which makes it more difficult to listen. Fixed phonetic changes include: the pronunciation of "de" changed to "di", and "le" changed to "Li ? o". Phonetic changes caused by the singer's ambiguous pronunciation or mistakes, such as "Executioner" being sung as "kuài" and "Lun" being sung as "lún".
2. Pay attention to whether the difficulty of the song meets the students' ability level. When choosing a song, we should consider the vocabulary, grammatical norms, rhythm, thoughts and feelings of the song. For beginners, we can't choose songs with too many new words, too fast rhythm and unclear pronunciation by singers as teaching content. Such songs will frustrate students' enthusiasm, but affect the teaching effect.
3. Pay attention to the teaching methods of songs and master certain teaching skills. Whether songs can play a good teaching effect depends on the guidance of teachers. First, we can introduce the background of the song and analyze the new words to reduce the difficulty of students' listening. You can take the students to read the lyrics first, and then practice.
To sum up, song-assisted teaching is an effective teaching method in Chinese teaching. It can not only improve students' learning enthusiasm and initiative, but also enliven the classroom atmosphere and improve students' language ability. Teachers of Chinese as a foreign language can actively try in teaching practice and constantly explore the skills of song-assisted teaching. ;