Integrating Grammar into Language Communication: A Reform of Novice-level Chinese Grammar Instruction with the Performed Culture Approach

Abstract

Grammar is an essential component of language communication and should be taught to enhance learners’ communicative competence. However, an analysis of a widely used Chinese textbook for beginners reveals that the grammar explanations often focus on form and may not always be comprehensible, even when presented in the learners’ native language. Learners’ prior grammar knowledge in both English and Chinese is not fully utilized. The drills primarily focus on mechanical form substitution, and do not actively engage learners. The Performed Culture Approach offers a solution by presenting grammar within social-cultural contexts to help learners better understand the communicative intent. Grammar rules are interconnected with language meaning and language use. The learning material is designed to enhance input and facilitate language intake. Through language practice, learners can further internalize language communication with embedded grammar structures. ACT and FACT classes are designed to help learners hone accurate and appropriate language communication skills