การจัดการเรียนรู้ตามแนวการสอนภาษาเพื่อการสื่อสาร ผสมผสานเทคนิค การแบ่งกลุ่ม เพื่อพัฒนาทักษะการพูดสื่อสารภาษาจีนในชีวิตประจำวัน สำหรับนักเรียนชั้นมัธยมศึกษาปีที่ 4

Abstract

The objectives of this study were to: 1) compare Chinese speaking skills for everyday use of secondary 4 (grade 4) students before and after learning through the conventional learning management, 2) compare Chinese speaking skills for everyday use of secondary 4 students before and after learning through the language teaching for communication combined with grouping techniques as the learning management, and 3) compare Chinese speaking skills for everyday use of secondary 4 students who had received the learning management based on the language teaching for communication combined with grouping techniques and the conventional learning management. The samples for this research included 50 secondary 4 students at Prathandongrungwittayakarn school, Secondary Educational Service Area Office 8. The students were in the second semester of 2019 and selected by the cluster random sampling method. The study was undertaken in the second semester in the 2019 academic year, using a pretest-posttest nonequivalent-groups design. The tools of this study were: 1) a conventional learning management plan, 2) a learning management plan based on the language teaching for communication combined with grouping technique as the learning management, and 3) a Chinese communication skill test. The statistics used to analyze the data were comprised of mean, standard deviation, t-test (dependent samples), and t-test (independent samples). The research results were as follows: 1) Chinese speaking skills for everyday use of secondary 4 students before and after learning through the conventional learning management were different at a significance level of 0.05, 2) Chinese speaking skills for everyday use of secondary 4 students before and after learning through the language teaching for communication combined with grouping techniques as the learning management were different at a significance level of 0.05, and 3) Chinese speaking skills for everyday use of secondary 4 students before and after learning based on the language teaching for communication combined with grouping techniques were significantly higher than those who learned through the conventional learning management, with a statistically significance level of 0.05