Integrate interactive activities into classroom teaching in teaching Chinese as a foreign language in Sri Lanka

Abstract

Chinese language teaching draws more attention from international community, under the influence of China?s economic development and improved international status; however, the situation and needs are quite different of learning Chinese in each countries. The discipline of teaching Chinese language in Sri Lanka dates back to 1974, the recent past has developed rapidly due to support and cooperation in between two countries. Presently there are two universities in Sri Lanka has being taught Chinese from beginner?s level general degree program and four year special degree program. It has been continuously increasing number of Chinese learners in the universities with the positive attitudes towards Chinese learning for good job prospects. Present situation in teaching Chinese in the universities in Sri Lanka being comparatively exist various problems. In order to further enhance the quality of Chinese teaching, should apply new teaching methods in efficiency and beneficial way to mobilize the students? interests in learning Chinese language. In recent years there has been a gradual shift in language education to an approach the communicative competence in the second or foreign language teaching. It is widely accepted that the purpose of a language teaching and learning is to foster the student?s ability in listening, speaking, reading and writing. Learning a foreign language simply by reading a book and taking tests can prove challenging to some students. As a result, students gradually lose their interest in Chinese learning. For better results, teachers can integrate interactive activities into their foreign language classrooms. In this paper aims to discuss, teaching process and highlight the efficiency flexible cooperation among the various elements of the classroom teaching with the interactive action between teacher and students, between students and students and text book. Thus this paper discuss using techniques where students were more actively involved, such as group work, pair work role play, interviews, games, surveys, language exchanges for instance attempts to empower students and give them voice by focusing on their basic. In conclusion, it was noted that Students are taught to be communicators not learners merely of vocabulary and grammar through classroom activities that engage in everyday conversations, rather than in teacher-directed repetitions of contrived dialogues.