Putonghu Effective And Informatively Affect Student Proficiency

First, using Putonghua as the medium of instruction in studying Chinese Language subject would poorly affect student’s Chinese learning proficiency because it is ineffective and inefficient. Ryan Hannah (2013) found that classroom atmosphere has a noticeable impact on learning effectiveness because it can motivate students to air their opinion. A realistic classroom atmosphere is relaxing, and students should feel comfortable. However, our survey found that over three-quarters of respondents think that Putonghua as MOI makes them feel uncomfortable in class. Ma Kin-tang, an experienced teacher and the Chinese panel head at CCC Fong Yun Wah Secondary School, said “Using Putonghua to teach (PMI) actually weakens their motivation to learn. This is shown by their unwillingness to ask questions or

Dr. Qian Haiyan’s research clearly demonstrates that teachers spend a lot of time to explain pronunciation, syntax, and grammar in the use of Putonghua in order to avoid confusion. Therefore, the pace of teaching in Putonghua is slower than using Cantonese. Weaker students may need longer time for understanding. The disadvantages of Putonghua as MOI to learn Chinese have not only been waste of time but ineffective learning. Some people have an illusion that studying Chinese in Putonghua can boost students’ learning proficiency because students are listening, speaking, reading and writing in the same language code. They even compare Hong Kong and Mainland students writing proficiency, and they found the latter have done better. Yet, there is no empirical evidence to prove this claim. In the interview with Dr. Tam, Angela Choi-Fung, who has been actively engaged in research projects focused on Chinese language education; she revealed that students enhance their writing by reading books instead of speaking. PMI only improves students ability to speak Putonghua but not their Chinese