Dabarun Koyar da Harshen Sinanci a matsayin Harshen Waje a Philippines: Tushen Shirin Horarwa

Teburin Abubuwan Ciki

• 1. Gabatarwa
• 2. Hanyoyin Bincike
• 3. Sakamako da Tattaunawa
  • 3.1 Amfani da Dabarun Koyarwa
  • 3.2 Aiwatar da Ayyukan Ajujuwa
  • 3.3 Kalubale a Koyon Sinanci
• 4. Binciken Kididdiga da Muhimman Sakamako
• 5. Shirin Horarwa da Aka Gabatar
• 6. Nazari na Asali
• 7. Bayanan Fasaha da Tsarin Lissafi
• 8. Sakamakon Gwaji da Bayyana Bayanai
• 9. Nazarin Tsarin Misali
• 10. Aikace-aikace da Hanyoyi na Gaba
• 11. Manazarta
• 12. Sharhin Masana: Babban Fahimta, Tsarin Hankali, Karfi da Rashi, Shawarwari masu Aiki

1. Gabatarwa

Harshen Sinanci (Putonghua) shine harshen da ake magana da shi sosai a duniya, tare da masu magana sama da biliyan daya. Yayin da tasirin tattalin arziki da al'adu na Sin ke fadada, Sinanci ya zama harshen duniya da ake amfani da shi a diflomasiyya, kasuwanci, da ilimi. A Philippines, Cibiyar Confucius a Jami'ar Ateneo de Manila (wanda aka kafa a 2006) da Cibiyar Confucius a Gidauniyar Jami'ar Angeles (CI-AUF) sun taka muhimmiyar rawa wajen inganta ilimin Sinanci. CI-AUF, wacce aka nada a matsayin Cibiyar Horar da Malaman Sinanci na Gida a 2013, ta horar da malaman Philippines 360 kuma ta tura malaman Sinanci sama da 500. Duk da wadannan kokarin, koyar da Sinanci a matsayin Harshen Waje (MFL) a Philippines na fuskantar manyan kalubale, gami da samar da sautin murya, rubuta haruffa, karancin lokacin aiki, da rashin isasshen hulda da masu magana da harshen. Wannan binciken yana nazarin matakin amfani da dabarun koyarwa da aiwatar da ayyukan ajujuwa, yana gano kalubale, kuma yana gabatar da tsarin horarwa mai tsari.

2. Hanyoyin Bincike

Binciken ya yi amfani da tsarin bincike na kwatanta-dangantaka. An tattara bayanai daga malaman Sinanci da dalibai ta hanyar amfani da tambayoyi masu tsari. Masu canji sun hada da bayanan malami (gwaninta, iya harshe, horo), amfani da dabarun koyarwa (wanda aka kimanta akan ma'aunin Likert), aiwatar da ayyukan ajujuwa (wanda aka kimanta akan ma'aunin yarda), da kalubale (wanda aka kimanta akan ma'aunin tasiri). Binciken kididdiga ya hada da mita, kashi, matsakaici, dangantakar Pearson, da gwaje-gwaje masu yawa (MANOVA).

3. Sakamako da Tattaunawa

3.1 Amfani da Dabarun Koyarwa

Sakamako ya nuna cewa an yi amfani da dabarun koyarwa "sosai" (matsakaici = 4.12 daga 5). Dabarun kamar koyar da harshe na sadarwa, koyo bisa aiki, da amfani da kafafen yada labarai da yawa sun sami babban daraja. Dalibai akai-akai sun kimanta amfani da dabarun sama da malamai (bambancin matsakaici = 0.34, p < 0.05).

3.2 Aiwatar da Ayyukan Ajujuwa

Ayyukan ajujuwa sun kasance "galibi" zuwa "gaba daya" ana bi (matsakaici = 4.35 daga 5). Ayyukan sun hada da tsare-tsaren darasi masu tsari, amfani da kayan aiki na gaske, da kimantawa na yau da kullun. Har ila yau, dalibai sun kimanta aiwatarwa sama da malamai (bambancin matsakaici = 0.28, p < 0.05).

3.3 Kalubale a Koyon Sinanci

Kalubale sun shafi koyo da matsakaici (matsakaici = 3.45 daga 5). Manyan kalubale sun hada da:

• Samar da sautin murya (matsakaici = 4.01)
• Rubuta haruffa (matsakaici = 3.89)
• Karancin lokacin aiki (matsakaici = 3.76)
• Rashin isasshen hulda da masu magana da harshen (matsakaici = 3.65)

4. Binciken Kididdiga da Muhimman Sakamako

An sami bambance-bambance masu muhimmanci a fannonin da aka zaba, musamman a ilimin abun ciki na koyarwa (F = 4.23, p = 0.02) da tallafin horar da malamai (F = 5.67, p = 0.01). Masu canjin bayanan malami sun nuna iyakataccen tasiri gaba daya akan ingancin koyarwa, kodayake iya harshe (r = 0.32, p < 0.05) da samun damar albarkatu (r = 0.28, p < 0.05) suna da alaka da takamaiman ayyuka.

5. Shirin Horarwa da Aka Gabatar

Dangane da sakamakon, an gabatar da tsarin horarwa mai tsari, wanda ya dogara da bukatu, yana mai da hankali kan:

• Koyar da sautin murya da sauti
• Koyar da rubuta haruffa
• Amfani da fasaha da kafafen yada labarai da yawa
• Samar da yanayi mai nutsuwa
• Ci gaba da ci gaban sana'a da jagoranci na tsara

6. Nazari na Asali

Wannan binciken yana ba da tushe mai muhimmanci na zahiri don fahimtar ilimin MFL a Philippines, amma abubuwan da ya kunsa sun wuce mahallin gida sosai. Sakamakon cewa dalibai akai-akai suna kimanta ayyukan koyarwa sama da malamai yana nuna yuwuwar wuce gona da iri na iya kai da malamai, lamarin da aka rubuta a ilimin halin dan Adam na ilimi (Kruger & Dunning, 1999). Matsakaicin tasirin kalubale kamar samar da sautin murya da rubuta haruffa ya yi daidai da bincike kan wahalar koyon rubutun hoto ga masu magana da harshen haruffa na farko (Perfetti et al., 2007). Iyakataccen tasirin masu canjin bayanan malami akan inganci yana da ban mamaki musamman; yana nuna cewa tallafi na tsari—kamar samun damar albarkatu da horo—na iya zama mafi muhimmanci fiye da halayen malami guda daya. Wannan ya yi daidai da sakamako daga manyan bincike kan ingancin malamai (Darling-Hammond, 2000). Shirin horarwa da aka gabatar, duk da yana da amfani, ana iya karfafa shi ta hanyar hada tsarin tushen shaida kamar Jagororin Ƙwarewar ACTFL da amfani da kayan aikin dijital don aiki na lokaci-lokaci. Bincike na gaba yakamata ya binciko tasirin dogon lokaci na irin wannan horo da rawar da kuzarin koyo ke takawa, wanda ba a yi nazari sosai a nan ba. Tsarin bincike na dangantaka yana iyakance hukunci na sanadi, amma tsarin hada hanyoyi (idan an fadada shi) zai iya haifar da fahimta mai zurfi.

7. Bayanan Fasaha da Tsarin Lissafi

Binciken ya yi amfani da ma'aunin Likert don auna amfani da dabarun (1 = ba a taba ba, 5 = koyaushe) da aiwatar da ayyuka (1 = ba kwata-kwata, 5 = gaba daya). An lissafta matsakaicin maki ta amfani da dabara:

$\bar{x} = \frac{\sum_{i=1}^{n} x_i}{n}$

inda $x_i$ ke wakiltar martani guda daya kuma $n$ shine adadin masu amsawa. Binciken dangantaka ya yi amfani da r na Pearson:

$r = \frac{n(\sum xy) - (\sum x)(\sum y)}{\sqrt{[n\sum x^2 - (\sum x)^2][n\sum y^2 - (\sum y)^2]}}$

Bincike mai yawa ya yi amfani da MANOVA don gwada bambance-bambance tsakanin hasashen malamai da dalibai a kan masu canji masu dogaro da yawa a lokaci guda.

8. Sakamakon Gwaji da Bayyana Bayanai

Tebur mai zuwa ya taƙaita muhimman sakamako:

Jadawali na gungu (ba a nuna shi a nan ba) zai kwatanta gibin tsakanin hasashen malami da dalibi, tare da sandunan kuskure da ke nuna bambancin misali.

9. Nazarin Tsarin Misali

Yi la'akari da wani ajin Sinanci na hasashe a makarantar sakandare ta jama'a a Philippines. Malam, mai matsakaicin iya aiki, yana amfani da tsarin tushen littafi. Yin amfani da tsarin binciken:

• Amfani da Dabarun: Malam yana amfani da maimaitawa da maimaitawa (maki 3/5) amma ba safai yake amfani da ayyuka na tushen aiki ba (maki 2/5).
• Aiwatar da Ayyuka: Ana bin tsare-tsaren darasi (maki 4/5), amma kayan aiki na gaske ba su da yawa (maki 2/5).
• Kalubale: Dalibai suna fama da sautin murya (maki 4/5) kuma ba su da hulda da masu magana da harshen (maki 5/5).

Dangane da shirin horarwa da aka gabatar, shiga tsakani zai hada da: (a) maimaita sauti ta amfani da nau'i-nau'i kadan, (b) hada gajerun shirye-shiryen bidiyo daga kafafen yada labarai na Sin, da (c) zaman tattaunawa na kan layi na mako-mako tare da mai magana da harshen ta hanyar kiran bidiyo. Wannan misali ya nuna yadda tsarin zai iya gano rauni da kuma ba da shawarar ingantawa da aka yi niyya.

10. Aikace-aikace da Hanyoyi na Gaba

Sakamakon da shirin horarwa da aka gabatar suna da aikace-aikace da yawa na gaba:

• Tsarin Manhaja: Hadewar kayayyakin da aka mayar da hankali kan sauti da aikace-aikacen rubuta haruffa (misali, Skritter) cikin manhajar kasa.
• Takaddun shaida na Malami: Samar da tsarin takaddun shaida na koyar da Sinanci a Philippines, wanda ya dace da ka'idojin duniya (misali, HSK, ACTFL).
• Hadewar Fasaha: Amfani da kayan aikin furuci na AI (misali, tantance magana na Google) don amsa nan take kan sautin murya.
• Hadin gwiwa Tsakanin Cibiyoyi: Haɗin gwiwa tsakanin jami'o'in Philippines da cibiyoyin Sin don shirye-shiryen musayar nutsuwa.
• Bincike na Dogon Lokaci: Bibiyar tasirin shirin horarwa akan iyawar dalibi tsawon shekaru 3-5.

11. Manazarta

• Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-44.
• Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121-1134.
• Perfetti, C. A., Liu, Y., & Tan, L. H. (2007). The lexical constituency model: Some implications of research on Chinese for general theories of reading. Psychological Review, 112(1), 43-59.
• Wang, D. (2021). The global spread of Mandarin: Challenges and opportunities. Language Teaching, 54(2), 145-160.
• Confucius Institute at Angeles University Foundation. (n.d.). Local Mandarin Teacher Training Program. Retrieved from https://www.auf.edu.ph/ci/

12. Sharhin Masana: Babban Fahimta, Tsarin Hankali, Karfi da Rashi, Shawarwari masu Aiki

Babban Fahimta

Wannan binciken bincike ne mai muhimmanci amma mara cikawa na ilimin MFL a Philippines. Babban fahimta shine yayin da malamai suka yi imani cewa suna yin kyau, dalibai suna ganin akwai wurin ingantawa—wani makaho na al'ada. Labarin na gaskiya ba game da gazawar malami guda daya ba ne amma game da gibin tsari: rashin albarkatu, rashin isasshen horo, da wahalar koyar da harshe mai sauti da rubutu na hoto ga masu magana da harshe mara sauti da haruffa (Filipino/Turanci). Binciken ya gano daidai cewa iya harshe da samun damar albarkatu sune abubuwan da suka fi muhimmanci.

Tsarin Hankali

Takardar ta bi tsarin IMRaD na yau da kullun (Gabatarwa, Hanyoyi, Sakamako, Tattaunawa), wanda yake da ma'ana amma ana iya hasashen shi. Gudun daga gano kalubale zuwa gabatar da shirin horarwa yana da daidaito. Duk da haka, alakar da ke tsakanin sakamakon kididdiga da takamaiman sassan shirin horarwa ba ta da karfi. Misali, sakamakon cewa "tallafin horar da malami" ya bambanta sosai tsakanin kungiyoyi yakamata ya ba da labari kai tsaye ga abun cikin shirin horarwa, amma shirin ya kasance na gama-gari. Sarkar hankali mai karfi zai taswirar kowane kalubale zuwa wani tsarin horarwa na musamman tare da sakamako mai aunawa.

Karfi da Rashi

Karfi: Binciken ya magance matsala ta ainihi ta duniya tare da abubuwan da suka shafi aiki. Amfani da ra'ayoyin malami da dalibi duka shine karfi na hanyoyi, yana rage son zuciya na tushen guda daya. Binciken kididdiga ya dace da tambayoyin bincike. Shirin horarwa da aka gabatar yana da aiki kuma yana kan lokaci.

Rashi: Binciken ya kasance na adadi kawai; bayanan inganci (misali, tambayoyi, lura da ajujuwa) zai ba da zurfi. Ba a bayyana girman samfurin da alkaluman jama'a gaba daya ba, yana haifar da tambayoyi game da iya yin gama gari. Tsarin bincike na dangantaka ba zai iya kafa sanadi ba. Shirin horarwa ba shi da takamaiman bayani—bai bayyana tsawon lokaci, mita, ko ma'aunin kimantawa ba. Binciken kuma ya yi watsi da kuzarin koyo da abubuwan zamantakewa da tattalin arziki, wadanda aka sani suna tasiri ga samun harshe (Gardner, 1985).

Shawarwari masu Aiki

1. Nan take: Aiwatar da taron horar da sauti na tilas ga duk malaman MFL, ta amfani da kayan aiki kamar Praat don amsa na gani.
2. Gajeren lokaci (watanni 6): Samar da ma'ajiyar albarkatun dijital (bidiyo, tsare-tsaren darasi, tambayoyi) da ake samu ga duk malamai, don magance gibin albarkatu.
3. Matsakaicin lokaci (shekara 1): Gwada tsarin jagoranci mai tsari wanda ya hada malamai masu gwaninta da sababbi, tare da lura da tsara na wata-wata.
4. Dogon lokaci (shekaru 2-3): Bayar da shawara don takaddun shaida na koyar da Sinanci na kasa, wanda ya dace da Tsarin Turai na gama gari na Harsuna (CEFR) ko matakan HSK, don daidaita inganci.
5. Bincike: Gudanar da gwaji mai sarrafa bazuwar (RCT) wanda ya kwatanta shirin horarwa da aka gabatar da kungiyar sarrafawa don auna tasirinsa akan iyawar dalibi.