Using Functional Grammar to Develop Practical Writing Teaching Materials—Its Effectiveness in Enhancing the Use of Function Words of NCS Students
In order to enhance Hong Kong non-Chinese speaking (NCS) students’ ability to learn practical writing and presenting ideas appropriately in Chinese, Dr. Mark Shum Shiu Kee’s research team received funding from the Hong Kong Education Bureau to develop Chinese practical writing teaching materials for NCS students in 2016/17. This paper describes how the researchers develop these teaching materials by adopting Functional Grammar Theory, and investigates the effectiveness of the teaching material package at equipping the NCS students’ with ability in using function words. This paper aims at exploring how effective the newly developed practical writing teaching material package at enhancing NCS students’ ability to use function words is. With reference to the Systemic Functional Linguistic (SFL) Theory, Chinese practical writing teaching material package suitable for NCS students was developed. The package reading materials were developed by looking into the communicative function, schematic structure and metalanguage of different genres. Besides, NCS students’ difficulty in using function words and expressions of different genres were also analyzed. By referring to “Genre Function” theory and “Reading to Learn” pedagogy, interactive exercises that combine reading and writing were designed. These suggested exercises guide students to learn in a process, from deconstruction of the sample texts to joint construction and individual construction. Apart from the above, frontline Chinese language teachers were invited to conduct tryout sessions to test the effectiveness of the teaching material package. The analysis of students’ writings in pre-tests and post-tests, together with the research data from teachers and students interviews, provide a comprehensive evaluation on the effectiveness of the practical writing teaching material package. Feasible suggestions for enhancing NCS students’ ability, particularly in using function words and constructing practical writing, are provided for teaching NCS students to construct practical writing.
Key words: Functional Grammar, Non-Chinese speaking (NCS) students, Practical writing, Teaching materials, Function words
為提高香港非華語學生應用文學習和得體表達, 香港大學岑紹基研究團隊獲教育局資助, 於2016/17年度發展非華語學生應用文教材｡ 本文說明研究者如何參考功能語法理論構建非華語學生應用文教材套, 並探討這些教材套對提高非華語學生功能字詞運用的成效｡ 本文旨在回應, 這些應用文教材套對提高非華語學生功能字詞運用的成效如何？研究者參考系統功能語言學理論來發展非華語學生適用的應用文教材套, 探究各應用文種的交際功能, 圖式結構和語法特徵來發展閱讀素材, 繼而分析非華語學生在各文類功能字詞和句式運用的困難, 並參考 ｢文類功能｣理論及 ｢閱讀促進學習｣教學策略設計讀寫結合的互動練習, 引導學生從解構範文到共同建構, 進而至個人獨立創作｡ 除此之外, 研究者也邀請前線中文老師進行教學試驗研究, 測試教材套的使用成效｡ 本文以調查報告的教材套試教個案為例, 就學生的應用文前, 後測文本進行分析, 並結合師生訪談, 以評估本應用文教材套對於提高非華語學生功能字詞運用和應用文寫作的成效｡ 並根據研究結果, 為非華語學生應用文教學提供切實可行的建議｡
關鍵字: 功能語法, 非華語學生, 應用文教材, 功能字詞
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