Chinese Class Report
26 Oct 2003
So sometime in September, when the teaching semester started, I also started studying Chinese full-time at Zhejiang University of Technology (ZUT). After talking with the administration, I was placed directly into the advanced class without having to take the placement test. Before classes started I was a little apprehensive about that decision, but I needn’t have been.
There are only four students in the advanced class. There’s a Korean guy, a Korean girl, a girl from Kyrgyzstan, and me. Everyone is in their twenties, and we all get along fine. All conversation between us, both inside and outside class, is in Chinese (with the exception of the two Koreans).
I have five classes: Intensive Reading, Reading and Writing, Conversation Topics, Survey of Chinese Society, and HSK Prep. I like my classes, and I think they’re just what I’m looking for: extensive and intensive reading practice, and extreme vocabulary acquisition. What’s a little disappointing about my classes is that, the HSK prep aside, all the classes pretty much follow the same format: (1) discuss new vocabulary, (2) read the text, (3) go over any difficult parts in the text, (4) answer the reading comprehension questions, (5) practice the vocabulary and grammar patterns highlighted by the book for that selection.
It’s a pretty typical way of examining a text, and I suppose there’s nothing glaringly wrong with it, but was it naive of me to expect four different classes to have four different class structures? The above pattern seems best fitted to Intensive Reading. So far there have only been two minor writing assignments for the Reading and Writing class. I really like my Conversation Topics teacher, but I was hoping she’d do activities to get us to talk more. Since we’re all advanced, we could really do some fun stuff. But we don’t. The teacher of Survey of Chinese Society is a learned guy with a Ph.D. in ancient Chinese lit. He’s gotten into some different material in the form of poetry and history of the Chinese writing system, but I wish he’d do it more.
The reason I’m so critical of my classes, of course, is that I’m also a teacher of a foreign language. I’ve taken theory courses on how to teach, I’ve been teaching for over five years, I’ve written a little guide on teaching English in China, and I’ve written a book on the topic which will soon be published (but no more details until it is!). So I have certain expectations of my Chinese counterparts. Unfortunately, those counterparts were products of the same educational system which begot the listless Chinese learners I’m faced with in my own classroom. It’s not that these teachers are not enthusiastic or good at what they do — it’s that their methods largely come from a system where the students are all passive note-copying machines.
So what do I do about it? Well, I’m still trying to figure out the best way to suggest some more communication-oriented classroom activities to my Conversation Topics teacher, but I will. I might just take some of my own Spoken English classroom activities and translate them into Chinese and let her take a look. I’m going to be bring in some materials for my Survey of Chinese Society teacher to discuss with us. He’s got a Ph.D. in ancient lit, so next week I’m going to ask him some questions about the Chinese in The Art of War (孙子兵法). He already said it’s OK. I’m going to be writing for my Reading and Writing class, whether or not it’s assigned. (How can she complain about having to correct one student’s compositions, only once a week?) I’m going to be trying hard to stay awake in my Intensive Reading class. One thing that I’ve learned is that even if you already know something that’s being explained, you can benefit a lot by listening carefully to the way it’s explained in Chinese. And, of course, I’m going to show these teachers with all my questions in class just what it means to have an active American in the classroom.
For clarification, I’d just like to note that I’m only studying Chinese formally for one semester, and I paid for it with my own hard-earned RMB, so I intend to get the most out of it. That explains my attitude. Also, what’s both encouraging and annoying is that even though I ask the most questions, it seems that everyone else is really eager to hear the answers as well. So I’m either asking the questions my classmates didn’t think to ask but nevertheless want to know the answers to, or I’m asking the questions that my classmates were too timid to ask. Either way, I feel confident that I’m not the “annoying student who asks too many questions.”
Finally, I’d like to say that I think I made the right decision to study at ZUT instead of the more prestigious Zhejiang University. The number one reason is convenience. I am a 20-minute (harrowing) bike ride away from ZUT, but about an hour away from Zhejiang University, either by bike or by bus. Furthermore, I like my teachers, I like my classmates, I like my class size, and I think these classes are accomplishing my goals of increasing my vocabulary, making me a better reader, and equipping me to kick ass on the HSK which is coming up in mid-December.[Note: I’m still looking for a job in Shanghai. All leads are greatly appreciated.]