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This paper explores student perceptions and language gains from the "Chinese for Tomorrow" program, designed by Dr. Jeff R. Watson and Dr. Wayne He. The series includes textbooks, workbooks, and online resources focusing on five key language skills: reading, writing, listening, speaking, and computing. Through qualitative and quantitative research methods involving experimental and control groups, the study examines the efficacy of various learning strategies, character recognition, and the integration of technology. It highlights unique practices in handwriting, keyboarding, and vocabulary acquisition.
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Using Chinese for Tomorrow: Student Perceptions and Language Gain Dr. Jeff R. Watson Dr. Wayne He (何文潮)
Design of Chinese for Tomorrow Series 《走向未来》系列的设计. • Textbook / workbook • Grammar book • Teacher’s manual • Free online audio & flashcards
Five Language Skills 五种语言技能. • Reading, writing, listening, speaking + computing • Handwriting is introduced gradually • Keyboarding allows students to recognize more vocabulary
Computer Chinese as a study tool 电脑中文作为学习工具 Not just typing—students need to know pinyin, tone, and character
How to incorporate CC into the classroom 在教学中应用中文电脑. • Practice exercises • Listening & speaking exercises • Composition • Lab and homework Using examples from Chinese for Tomorrow, Volumes 1 and 2 第一、二册的例子
Unique keyboarding practice独特的打电脑练习 • Exercises for computing and learning characters in each chapter (e.g. V.1, L.3, p. 114) • Type the following passage: 王小年請他的中國朋友去看電影，可是她的中國朋友不喜歡看電影。他問王小年去不去打球，… • Type the following pinyin sentences and select the correct characters • Circle the correct character to fill in the blanks. (不、吓、下、丁、才) 課以後我們才去吃中國飯。
Lab & Homework 电脑室练习和课外作业 Example from the Chinese for Tomorrow Teacher’s Manual, Volume 1:
Developing speaking proficiency发展听说能力 • Varied listening & speaking exercises to reinforce learned vocabulary (e.g. Volume 1, p. 148)
Composition 作文 • Vol. 1 – simple sentences and short compositions starting in Lesson 1 (e.g. p.58) • Vol. 2 – more in-depth compositions(e.g. p.241)
Research Design • Two groups: Experimental & Control • Qualitative & quantitative research methods • 1st-year College Chinese – 160 contact hours • Treatment spanned AY 2009-2010 (2 semesters)
Participant Profiles: Experimental Group • N=24 sophomores • 22 male; 2 female • No prior formal experience with Chinese • 23 native speakers of English; 1 Korean • Textbook: Chinese for Tomorrow • Software: NJSTAR
Participant Profiles: Control Group • N=23 sophomores • 18 male; 5 female • No prior formal experience with Chinese • 23 native speakers of English • Textbook: Integrated Chinese • Software: KEY
Motivation, Attitude & Confidence Experiment al 11.86 15.79 6.54 Control 11.33 13.77 7.3 Experiment al 10.82 15.91 6.75 Control 11.47 15.76 6.39
Attitude toward writing characters & vocabulary learning by typing Experimental 2.75 3.85 Control 3.02 2.81 Experimental 2.27 4.46 Control 2.93 3.44
Speaking Confidence Experimental 3.16 Control 3.54 Experimental 3.36 Control 2.86
Anecdotal Data: Group Discussion • Experimental Group • Communicative, conversational focus • Integrated grammar • Delayed character-writing • Functional organization with recycled vocabulary • Computer program: NJSTAR • Typing ability allows for earlier writing of paragraphs • Dependence on Pinyin which is later phased out • Definitions sometimes associated with Pinyin instead of Hanzi • Some concern about handwriting requirements in advanced courses
Anecdotal Data: Group Discussion • Control Group • Functional dialogs with storyline • Handwriting flashcards • Decent conversation activities • Computer program: KEY • Handwriting exercises led to memorization of stroke order – not meaning association • Limited focus on pronunciation • Some concern about handwriting requirements in advanced courses
Character-learning Strategies: Remembering the meanings of characters
Character-learning Strategies: Remembering the pronunciation of characters
Character-learning Strategies: Remembering how characters are written
Prochievement Test • Developed & validated by ACTFL • Geared toward students with lower-level proficiency • 40 multiple-choice items • 18 novice-level; 22 intermediate-level items • 10 vocabulary • 10 grammar • 20 reading proficiency
Conclusions & Implications • Both groups demonstrated similar yet unique learning strategy development. • Experimental group reported using reading as a memorization technique. • Control group reported using writing as a memorization technique. • Both groups demonstrated similar performance on the prochievement test while the Experimental group demonstrated a slight non-statistically significant edge. But 36% of the Experimental group reached the Intermediate level of ACTFL rating in the test while the Control group only 13%.
Conclusions & Implications • Both groups generally showed similar patterns in motivation, attitude and confidence. • The experimental group held favorable attitude toward typing on the computer for learning vocabulary • The control group was generally more favorable to writing characters than the experimental group. However, on the second survey (post-treatment), BOTH the Experimental group AND Control group reported a more positive attitude toward typing than writing. • On the first survey (mid-term), the Control group reported more confidence in their speaking. On the second survey (post-treatment), the Experimental group reported more confidence in speaking.
