USING THE SITUATIONAL TEACHING METHOD IN LEARNING CHINESE SPEAKING SKILLS. was submitted in partial fulfillment of the requirements for the degree of Master of Education in Curriculum and Instruction. This mixed methods study was conducted to investigate the effectiveness of the Situational Teaching Method (STM) on Thai students' Chinese speaking skills in 8th grade and to investigate the satisfaction of Thai students in 8th grade with using the STM in learning Chinese. examine speaking skills.
INTRODUCTION
Research Objectives
Research Questions
Research Hypothesis
Research Framework
For the study, the researcher designed 4 lesson plans for 8 classes of 50 minutes in each class.
Definitions of Terms
Conceptual Framework of the Study
Therefore, it would be unreliable to generalize the results to students of other levels.
Significance of the Study
The Development of Chinese in Thailand
With the development of China's economy, good trade relations between China and Thailand have promoted the development of Chinese language. According to Zhuang (2009), a new estimate of the number of overseas Chinese in Southeast Asia, the number of Chinese in Thailand is about 7.
Learning Chinese in a Non-Target Language Environment
In terms of the family life of the Chinese in Thailand, traditional Chinese family values and cultural values are also preserved. Xu (2019) points out that the word order rules in Chinese and Thai are quite different.
Speaking Skills
Many researchers have adopted various strategies in teaching and learning Chinese oral expression. However, Thai students perform less well in speaking Chinese. According to Zhang (2015), her researcher concludes that Thai students generally have great fear of using Chinese language in oral communication.
Situational Teaching Method
Wang, Wu, Yu, Li, and Chen (2010) believe that the situational teaching method means that teachers should focus on the core lesson content and learning objectives. In short, the setting of the situational teaching method should be determined according to the students' abilities and teaching content.
Related Research and Studies
Through surveys and her own teaching practice, she pointed out that for zero-based spoken Chinese teaching, the simulated life situation teaching method was applied to spoken Chinese teaching, so that students could experience the real language environment. Studies have shown that the use of game methods in the simulated life situation teaching method can increase students' participation, and the stick figure method can increase students' interest in learning Chinese, and also appropriately use Thai or English media language. In the study, through a comparative experiment of two classes, the English reading method in class A uses the situational teaching method, and the English reading method in class B uses the traditional teaching method.
Data analysis of various English reading test scores shows that it is necessary to use situational teaching methods in high school English reading class, which can improve students' enthusiasm for learning English and students' English reading scores. The research results show that situational teaching in oral communication teaching must combine students' living environment, knowledge and experience, restore the students' life in the situation, let students play freely and display the content of students' oral communication. However, most of the situational teaching research focuses on the study of English and the target language environment (teaching Chinese in China) and there is insufficient research on situational teaching in non-target language environments (teaching Chinese in countries other than China).
In addition, research should be conducted in real classrooms to demonstrate the feasibility of situational teaching methods and the attitudes of teachers and students toward the use of situational teaching.
Participants and Location
It also presents the validity and reliability of the research instruments used in this study. The purpose of this research was to examine the effectiveness of STM on Thai 8th grade students' Chinese speaking skill achievement and to investigate Thai 8th grade students' satisfaction with using STM in learning Chinese speaking.
Research Design
Research Instruments
The performance test refers to the instrument that is applied for the pre- and post-test scores of 8th grade students. The pre-test was performed before the treatment and the post-test was performed after the treatment. During the pre-test and the post-test, two teachers scored the participants (see Appendix J).
She was invited to evaluate the pre-test and post-test using rubrics. Classroom observation is a method of direct observation of teaching practice that takes place in real time" (Hora, 2013). One teacher observed four lessons during class and collected qualitative data to examine the effectiveness of using STM in improving Thai 8th grade students' speaking skills in Chinese.
All participants were asked to participate and give the answers about their satisfaction about the use of STM in teaching and learning to speak Chinese.
Reliability and Validity of Test
Data Collection
Research Procedures
The test is a speaking test with a dialogue and the participants are asked to answer questions. The results collected by the researcher from the two tests are compared to see the progress of the learning achievements of the participants.
Data Analysis
And it aims to compare Thai grade 8 students' learning efficiency in Chinese speaking skills and also to find out their differences in using STM. Class observation is based on Likert's four subscale analysis, which was mainly based on the average of the four lessons' scores. The semi-structured interview was mainly based on the students' answers to questions and summarizing common features, in order to obtain the students' satisfaction with the STM used to improve Chinese-speaking skills.
This chapter presents the results of the study collected from quantitative data including pre-test and post-test and qualitative data including classroom observation and semi-structured interview. As a quasi-experimental study, 17 students were included in the study as participants, and then data analysis was conducted.
QUANTITATIVE ANALYSIS
In the descriptive part, fluency: 7 students got 1 mark, which is 71% of the total number of students. In the activities part, vocabulary: 5 students got 1 point, which is 29% of the total number of students. In the activities part, fluency: 3 students got 1 point, which is 18% of the total number of students.
In the activities part, understanding: 6 students got 1 point, which is 35% of the total number of students. In the descriptive part, fluency: 1 student got 2 points, which is 6% of the total number of students. In the activities part, fluency: 2 students got 2 points, which is 12% of the total number of students.
In the activity part, understanding: 2 students got 2 points, corresponding to 24% of the total number of students.
Qualitative Data Analysis
In the teaching process: lesson introduction, clear explanation and classroom practice were all rated at a good level with a mean of 3.75 (S.D.=0.50). Also, the element of good communication was rated at a good level with a mean of 3.50 (S.D.=0.58). ). In the item of student participation, it was rated at a good level with a mean score of 3.75 and S.D. According to the pretest and posttest results, it was seen that the average of all parts of the pretest was 1.71, all parts were at a rather low level. using STM for teaching, the posttest mean was 3.18.
The mean of the vocabulary aspect of the pretest was 1.75 and the mean of the posttest is 3.76; the difference between two tests is 2.01. To compare both the pretest and posttest, the mean value and standard deviation of the posttest are definitely higher than that of the pretest. After four observation lessons, the average of lesson introduction, clear explanation and classroom exercise was 3.75.
After four lessons of observation, the average of teacher and student interaction was 4. The average of student to student interaction was 4.
DISCUSSION
To summarize, in the classroom observation the teacher's evaluation was at a good level, which proved that the research was good in the organization and procedure;. The results of this study were consistent with Ma's ((2014) study on improving students' Chinese speaking skills through situational teaching. According to the study, it was easier to improve students' Chinese speaking skills by integrating life situations into classroom learning.
For the Likert scale rating, all the above findings were at 3 to 4 points, which was in the good and excellent stage. A semi-structured interview was conducted at the end of the study to find out the students' opinion on the use of situational teaching methods to improve their Chinese speaking skills. This teaching method was superior to the traditional teaching method as it required students to actively participate in the class.
Therefore, the above content explained how using STM in the classroom positively affected students' overall learning process.
RECOMMENDATIONS
A Preliminary Study of Situational Teaching in Chinese as a Foreign Language[J]. Journal of Jilin Education College (Discipline Edition. Application Research of Situational Teaching Method in English Reading Teaching in Senior Middle School (Doctoral dissertation, Bo Hai University). Application of Project-based learning and situational teaching in CAD/CAM education https://kns.cnki.net/kcms/detail/detail.aspx?dbcode=cjfd&dbname=cjfd20 10 & filename = jiyj201005016 & v = zqiexkawa0zwqzkxsu6tod5tkwtqj zqtxpdbdbdzkxsu6tOd5tkwtqj qj zqiexka0zwqzkxsu6tod5tod 6bkq4rkqlqcceslxoqgsgg18xqy.
Research on the application of situational teaching in primary oral Chinese education as a foreign language (Master's thesis, Anyang Normal University). A draft of basic business spoken Chinese from the approach of situational teaching method (Master's thesis, Guangdong University of Foreign Studies). Retrieved from https://kns.cnki.net/KCMS/detail/. 2008).Application of situational teaching in teaching Chinese as a.
Using situational teaching method in middle school, Chinese oral communication teaching research (Doctoral dissertation, Yan'an University).
APPENDICES
50 minutes) Lesson introduction (10minutes): simulated situation
Have students organize their own language and practice conversation with their peers in three roles of Wang Fei Fei, Li Ming and teacher. Teaching and learning strategy: Physical display, pictorial representation of situation, performance experience situation simulated situation.
50 minutes) Lesson introduction (10 minutes): Physical display
50 minutes)
50 minutes)
- Reading
- Describing
- Activities 7. Group Work
- Excellent 3: Good 2: Fair 1: Poor
教学策略：实物展示、图画情境、表演体验情境、模拟情境。生词（10分钟）：情景图解请看下面的xià biān。看，这是我的电脑。电脑放在桌子最上面。
看，这是我哥哥的足球。足球在桌子下面。显示事物状态的图片。李明：妈妈，我的书呢。 1 – 如果对象明确符合目标或确保以下行动满足既定目标。
0 - if the item is unclear or uncertain whether the measures meet the objectives or not. 1 - if the item clearly corresponds to objectives or ensures that the following measures meet the stated objectives. 0 - if the item is unclear or uncertain whether the measures meet the objectives or not.
