Learning Management Based on Language Teaching for Communication Combined With Grouping Techniques to Develop Chinese Speaking Skills for Everyday Use of Secondary 4 Students

DOI

10.2991/assehr.k.210203.144How to use a DOI?

Keywords

Chinese speaking skills, language instruction for communication, grouping technique

Abstract

Nowadays, language learning focuses on students’ ability in real life communication so that students can be in society properly and appropriately. Language learning can be started from the very basic level and gradually increased to the complexity both in depth and width according to the age and level of the learners. Therefore, teachers must understand the curriculum and be able to design learning management focusing on student-centered instruction. This aims to enable learners to use the language in real situations including speaking, listening, reading and writing skills. The main purposes of this research were 1) To compare Chinese communication skills for everyday use of students before and after studying through traditional learning management, 2) To compare Chinese communication skills for everyday use of students before and after studying through language instruction combined with grouping techniques, 3) To compare Chinese speaking communication skills for everyday use of students who studied through traditional learning management and the newly created method. Research sample was 50 students, selected by cluster random sampling, of Pratandongrungwittayakarn School, The Secondary Educational Service Area 8. Research tools were 1) plans for traditional instruction, 2) Learning management plan based on language for communication instruction combined with grouping techniques, and 3) A Chinese speaking skill evaluation form for communication. The research result revealed that 1) Chinese communication skills for everyday use, before and after studying, of secondary 4 (grade 10) students who studied through the traditional learning management., 2) Chinese communication skills for everyday use, before and after studying, of students who studied through language for communication instruction combined with grouping techniques were statistically significant difference at the level of 0.05, and 3) the after study Chinese communication skills for everyday use of students who studied through language instruction for communication combined with grouping techniques was higher than those who studied through the traditional learning management.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Pittayarat Yamprayoon
AU  - Rossarin Jermtaisong
PY  - 2021
DA  - 2021/02/04
TI  - Learning Management Based on Language Teaching for Communication Combined With Grouping Techniques to Develop Chinese Speaking Skills for Everyday Use of Secondary 4 Students
BT  - Proceedings of the 6th UPI International Conference on TVET 2020 (TVET 2020)
PB  - Atlantis Press
SP  - 336
EP  - 340
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210203.144
DO  - 10.2991/assehr.k.210203.144
ID  - Yamprayoon2021
ER  -