Since 1995, based on the principles and theories of Primary 4 mandarin tuition, we have done a series of
A study on the acquisition of Putonghua by Hong Kong people 1, in which a four-year systematic survey and study of small
The process by which students acquire Mandarin. We researched the immersion
(immersion) Putonghua teaching, for a group of students in the school who are learning Mandarin from scratch
A year-long longitudinal study of students investigating general
How do elementary school students who speak Mandarin acquire Mandarin. We also studied the Tung Wah Group of Hospitals Sin Ci
Students in Yun Elementary School have two Mandarin lessons per week, and their Putonghua
ability development. We are in the school for a first-grade student enrolled in 1998
Three years of experimental teaching (from September 1998 to August 2001), analyzed the
The development of Putonghua ability of students in this class in three years. According to our research over the years
and the knowledge and understanding of the development of Putonghua proficiency of primary school students in Hong Kong, here we would like to talk about
Discuss several principles of Putonghua teaching in primary schools in Hong Kong. These questions, we are
Both have been mentioned and discussed in previous articles. In this article, we will compare the
Detailed and focused analysis and discussion.
Hong Kong primary school students learning Putonghua as first language acquisition or second language acquisition
The problem of positioning in language acquisition
This positioning issue is a very important issue, not only directly related to Hong Kong
The teaching design of Putonghua courses is still related to the Chinese subjects of many primary and secondary schools in Hong Kong.
Adjustment of the language of instruction. On this important issue, however, scholars differ in their views,
Some people think it belongs to the first language acquisition, some people think it is the second language acquisition, and some people think it belongs to the second language acquisition.
Put forward the idea of “one and a half languages” (Li Ouyang Ruying, 1997).
In fact, this positioning problem is not difficult to solve. Language acquisition is an academic problem, I
We should strictly follow the principles of linguistics to define. First of all, we must put politics,
Brainstorming (Part Three): The Practice and Discussion of Putonghua Learning and Teaching
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Geographical, cultural and historical factors are separated from language, and then written and spoken language are separated,
Because the language acquisition discussed in linguistics refers to the acquisition of oral language. Linguists use “interactive
Mutual intelligibility (mutual intelligibility) test criteria to determine language and method
The boundaries of words. Mutual intelligibility refers to the ability to understand the words of others and to make others understand
The ability to speak your own words. People in the two communities can understand each other when speaking and communicating
Solution, then, they speak the same language. If people from two communities meet and talk
If they can’t understand each other, they can’t communicate, then they use two different
language. Now, let’s look at the Cantonese and Mandarin questions. Cantonese and Mandarin
With different speech systems, Cantonese speakers and Mandarin speakers cannot communicate with each other when speaking together.
understand,
cannot communicate verbally, so from a linguistic point of view, Mandarin cannot
It is the mother tongue of Hong Kong people, and it is not halfway between the first language and the second language.
language. From the perspective of the learning environment and methods, we can look at the determination of Hong Kong primary school students’ Mandarin acquisition.
bit problem. Hong Kong is a mainly Cantonese-speaking society, the home language of Hong Kong children
It is Cantonese. They are exposed to Cantonese in a natural language environment and naturally acquire Cantonese. but
Yes, Mandarin is a completely different situation. The vast majority of Hong Kong children live in environments without
have mandarin, they have to learn mandarin through classroom environment, through mandarin teacher
of professors acquire Primary 4 mandarin tuition. It is clear that Hong Kong primary school students learning Mandarin is a second language
Acquisition 2.
However, the acquisition of Mandarin by Hong Kong students is a special kind of second language learning.
have to. Mandarin is a second language for Hong Kong people, but it is not a completely foreign language.
Second language. The grammar between Mandarin and Cantonese is basically the same, the basic vocabulary is the same, and
have the same written language, have the same written characters, people from the Mandarin community and the Cantonese community
People in the district share the same Chinese culture, history and customs, Hong Kong students are familiar with them
Learn Mandarin in a familiar Chinese cultural environment. The main difference between Mandarin and Cantonese is that
In terms of pronunciation, people in Hong Kong focus on learning Mandarin pronunciation. So, incense
Learning Mandarin for Hong Kong people is different from learning a completely unfamiliar second language.
There are two important meanings in figuring out this positioning relationship. First, since it belongs to the second
Language acquisition, Hong Kong people learning Mandarin is dominated and influenced by the laws of second language acquisition.
ring. We all know that complete second language acquisition is
The overall success rate is low. The main factors affecting second language acquisition are: age, mother tongue, learning
Learning environment, learning attitude, learning purpose, learning methods and methods, etc. In addition,
Second language acquisition is also governed by general tendencies.
general disposition refers to second language acquisition
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In the process, learners from different mother tongues reflect the common laws, these laws
It is consistent with the law in children’s mother tongue acquisition.
Because of the influence of second language acquisition factors, not only ordinary teachers in Hong Kong
Chinese cannot be learned quickly, and Hong Kong elementary school students cannot learn Putonghua quickly. primary school students
Although there is an age advantage in language learning, age is only one of the factors in second language acquisition.
First, second language acquisition is restricted by many factors. We studied in Jiangsu and Zhejiang Primary School for one year
investigation and research. Suzhe Primary School is one of the very few schools in Hong Kong that adopts fully immersive 4 Mandarin teaching
One of the Primary 4 mandarin tuition I have learned is a school that has successfully taught Mandarin.
Their teachers are mainly from mainland China and Taiwan
Bay, 95% of the teachers are native speakers of Mandarin, 5% of the teachers are native speakers of Cantonese and Hokkien
etc., but their Mandarin ability is completely close to that of the Mandarin-speaking teachers. in su
Zhejiang Primary School, not only in the classroom, but also in the whole campus is an environment where Mandarin is used.
environment, their school’s morning meetings, class meetings and extracurricular activities all use Mandarin as the medium.
Our research found that even in such an ideal Mandarin immersion environment,
Primary one students in Jiangsu and Zhejiang primary schools also go through the developmental stage of Primary 4 mandarin tuition.
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