Teaching and Learning Chinese as a Foreign Language

Communicating in Chinese Series: An Interactive Approach to Beginning Chinese by Cynthia Ning. New Haven: Far Eastern Publications (1993). This series contain Student's Book: Listening and Speaking, Picture Cards (Listening/Speaking), ...

Teaching and Learning Chinese as a Foreign Language

This book provides a research-based account of how to teach and learn Chinese as a foreign language. In addition to the discussion of relevant second/foreign language research, this volume gives detailed information on ways to develop a pedagogical modelthat is uniquely suited to teaching Chinese in five key areas: pronunciation (tones and pinyin), characters and words, sentences (when and why different sentence structures are used), discourse and pragmatic competence (coherence and genre), and cultural competence. Specially written for Chinese language teachers, student teachers and applied linguists, this is the first book written in English that systematically addresses all major aspects involved in teaching and learning Chinese as a foreign language. This book covers all the fundamental grammar elements in Chinese, explains their functions in discourse and communication, and explores different strategies for teaching and engaging students in learning the language.

Innovative Approaches in Teaching English Writing to Chinese Speakers

1.1 Hong Kong as a unique Chinese-speaking region Among Chinese-speaking regions and cities, Hong Kong has a high proportion of English-medium universities, where L2 learners are required to read and write in English (→Poon 2010).

Innovative Approaches in Teaching English Writing to Chinese Speakers

English writing is acknowledged as an essential skill for critical thinking, learning, and expression, and most EFL learners find themselves struggling when writing in English due to a lack of writing skills, content knowledge, writing strategies, intrinsic motivation, and fluency development practice. This edited volume, covering innovative approaches such as e-learning, strategy-based instruction, metacognitive training, a minimal grammar approach, writing assessment, and a genre-based approach, aims to innovate writing instruction in Chinese speaking regions, which has traditionally been characterized by rigid, teacher-centered, test-oriented approaches. We aim for this edited volume to provide theoretical underpinnings as well as contemporary practical advice related to EFL writing instruction for Chinese speakers.

The Routledge Handbook of Chinese Language Teaching

Our model can help identify particular skills that CFL teachers develop to be able to successfully integrate ICTs into their teaching of speaking Chinese. Conclusions In this chapter, we attempted to show how technology can support the ...

The Routledge Handbook of Chinese Language Teaching

The Routledge Handbook of Chinese Language Teaching defines Chinese language teaching in a pedagogical, historical, and contemporary context. Throughout the volume, teaching methods are discussed, including the traditional China-based approach, and Western methods such as communicative teaching and the immersion program. The Handbook also presents a pedagogical model covering pronunciation, tones, characters, vocabulary, grammar, and the teaching of listening, speaking, reading, and writing. The remaining chapters explore topics of language assessment, technology enhanced instruction, teaching materials and resources, Chinese for specific purposes, classroom implementation, social contexts of language teaching and language teaching policies, and pragmatics and culture. Ideal for scholars and researchers of Chinese language teaching, the Handbook will benefit educators and teacher training programs. This is the first comprehensive volume exploring the growing area of Chinese language pedagogy.

Teaching Chinese as an International Language

London and New York: Verso. Ang, Ien 2001. On Not Speaking Chinese: Living Between Asia and the West. London and New York: Routledge. ... Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Pearson Education.

Teaching Chinese as an International Language

Bilingual and bicultural scholar Yeng-Seng Goh offers the first in-depth English language analysis of global Chinese, exploring the spread of Chinese beyond China and its emergence as a global language. Approaching the topic from a Singapore perspective, Goh uses this fascinating language ecosystem, with its unique bilingual language policy, as a case study for Chinese language learning. Offering clear insights into the pedagogy of teaching Chinese as an international language (TCIL), this book covers a range of important topics, such as the use of English in the teaching of Chinese, the teaching of Chinese by non-native teachers, information and communications technology in L2 learning and teaching, and the progressive testing of receptive skills. In doing so, it presents a new, integrative approach to the compilation of Chinese learner's dictionaries, an innovative bilingual hybrid model for training TCIL teachers, and a solid theoretical framework for Masters of Arts programmes in TCIL.

Teaching and Learning Chinese in Global Contexts

The students could acquire listening and speaking abilities only by listening to Chinese lectures without ... Li Peiyuan (1988) summarized the TCFL teaching methods during the 1950s and 1960s as 'focusing on the principle of practice, ...

Teaching and Learning Chinese in Global Contexts

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Easy Learning

Anyone who has pinyin as a foundation can study this book by themselves. This book has 86 lessons in total with detailed explanations of 550 basic Chinese characters and over 2400 Chinese words and phrases.

Easy Learning

"Easy Learning: Chinese Characters" is designed for English speakers or anyone who has a good command of the English language. Unlike Chinese speakers, English speakers are used to a phonetic writing system, that is-“what they read is what they hear”. When they see an English word, they expect its letters to tell them the pronunciation and recognize its meaning. Thus English speakers find Chinese characters to be too complicated and confusing because they cannot pronounce them easily. Without a phonetic system, they have to find the pronunciations through pinyin and then find the meaning. Therefore, English speakers think they need extra time to learn to connect the graphic shapes of Chinese characters with their pronunciation. So learning the Chinese language can seem like learning two different languages: one for listening and speaking, and the other for reading and writing. However, if you can master the methods of learning Chinese characters in this book, you will get twice the results with half the effort! "Easy Learning: Chinese Characters" can make your Chinese character learning process easy and fun! It is intended to be an intensive course book for English speakers who have just started to learn Chinese writing. Anyone who has pinyin as a foundation can study this book by themselves. This book has 86 lessons in total with detailed explanations of 550 basic Chinese characters and over 2400 Chinese words and phrases. This gives learners the foundation from which they can expand to read the 4000 basic Chinese characters. With basic knowledge of the evolutionary history of Chinese characters, learners will gain a brand new perspective and profound understanding during the learning process. Over 90% of the characters in "Easy Learning: Chinese Characters" are accompanied with pictures showing how the character evolved from its original shape to its current simplified form. Only less than 1% of the characters in this book may need to be memorized mechanically but even they are provided with vivid pictures to help remember them. All of the characters, words and phrases are provided with detailed pronunciation in pinyin. So all the lessons taught in this book should be easily mastered by new learners. All languages are connected. Chinese is similar to English in numerous ways. Pictophonetic characters make up over 90% of all Chinese characters. By mastering the rules of pictophonetic characters, one can read most of the characters. Chinese radicals (the part of a Chinese character which represents its meaning) are like English monograms. Monograms represent the meaning of words, for example, words containing "astro" are mostly related to stars. "Easy Learning: Chinese Characters" focuses on teaching you to master basic character forms including pictographic characters, self-explanatory characters and ideographic characters. These make up the foundation of all characters. This book references several Chinese language sources in order to provide precise and detailed explanations of each character. These sources include: The Contemporary Chinese Dictionary, Advanced Chinese Characters Dictionary, Kangxi Dictionary and Shuowen Jiezi-Explaining Simple and Analyzing Compound Characters.With the help of "Easy Learning: Chinese Characters", learners will have the confidence to master Chinese reading and writing in a relatively short period of time.

A Manual for Indochinese Refugee Education 1976 1977

The New We Learn English , and We Speak English , are similar in their approac.l . The first is for primary students , and the ... Each volume is accompanied by an extensive teacher's guide which sets out ESL techniques and methods ...

A Manual for Indochinese Refugee Education  1976 1977


Curriculum Leadership by Middle Leaders

In contrast, Chinese students believed that understanding is a long process requiring extensive personal effort, and that memorisation and repetition are two concrete ways of making such an effort. Kim (2002) reported that not only do ...

Curriculum Leadership by Middle Leaders

Curriculum Leadership by Middle Leaders focusses on major issues relating to the continuing national and international discourse on curriculum leadership, and highlights the vital role of middle leaders in schools. School leadership has focused primarily on first-order change involving school leaders or principals. This book seeks to put the spotlight on second-order change that involves curriculum leadership and professional development support on the part of middle leaders for more sustainable and long-term change in teaching and learning that will influence what happens in classrooms. With timely and thought-provoking contribution from authors who pursue a range of scholarly interests in multiple educational settings, the book is guided by several underlying questions: How might we re-envision curriculum leadership so that it addresses both local and global concerns and aspirations? How might we better grasp how middle leaders understand and respond to the pressures of educational reform initiatives? How might middle leaders transform pressures into possibilities? This book will appeal to current teachers, those currently undertaking teacher training and students or academics carrying out research in the field of educational leadership.

Explorations into Chinese as a Second Language

Beiping Yudiao Yanjiu [The study of Beijing Mandarin intonation]. In Z. Wu and X. Zhao (Eds.), Chao Yueren's ... Mandarin primer: An intensive course in spoken Chinese. ... San Diego/New York: Academic Press. Kornai, A. (1994).

Explorations into Chinese as a Second Language

This volume explores how linguistic research can support the teaching and learning of Chinese as a second language. It responds to a rapidly growing interest in the Chinese language all over the world, and answers the need for a strong research background for the discipline. Without that, Chinese language learning remains only a unique experience and/or a useful education challenge. The first section explores crucial issues about the structure and use of Chinese as a Second Language such as word-order, noun-noun compounds, meaning-making in writing, pronunciation and stress and tone. The second section explores the learning of Chinese by seeking answer to questions about difficulties, expectations, beliefs, use of corpus and learning how to express necessity. The authors coming from eight different countries demonstrate how existing knowledge has been generated, bring together different lines of research, point out tendencies in the field, demonstrate and explain what tools and methods researchers can use to address major issues in the field, and give direction to what future research should focus on.

Teaching Literature in Modern Foreign Languages

The Storyline approach and its components are defined within the sociocultural and co-constructive narrative paradigms which ... In Chapter 5, Frances Weightman examines the Chinese teaching in UK schools which gradually shifts from ...

Teaching Literature in Modern Foreign Languages

From plays to poetry, Le Petit Nicolas to the Association for Language Learning (ALL) Literature wiki, this book shows trainee teachers of MFL, teachers in schools, teacher educators, how literature can be an essential tool for developing students' cultural awareness as well as language skills. With contributions from Ruth Heilbronn, Jane Jones and other leading scholars, it covers a wide range of approaches including looking at how to support students to develop the skills they need to read and discuss texts, and how to use stories as a pedagogic tool, rather than just a way to develop reading skills. Examples of teaching French, German, Japanese, Mandarin and Spanish are used throughout, but the book draws together resources and strategies for use in teaching all modern foreign languages. Supporting students to develop into creative, reflective teachers, this book offers support for readers to develop their own tasks for their pupils and questions throughout to keep them engaged and encouraging them to critically engage with the content. Seemingly daunting articles are made much more approachable for readers with windows on research which provide a summary of relevant research papers, with full reference details for follow up.

Resources in Education

ED 432 151 English for Science and Technology New Ways in English for Specific Purposes . New Ways in TESOL Series ... ED 432 147 Adult Learning Disabilities in Intensive English Programs : A Call for Action . ED 432 144 Direct Teacher ...

Resources in Education


Education and Culture

His inability to speak Chinese left him at the mercy of his interpreters who — especially in the case of Hu Shih ... for new ways to “ modernize ” its culture , Dewey's extensive lecturing and intensive encounters with leading Chinese ...

Education and Culture


Research in Education

The languages sampled were Arabic , Mandarin Chinese , German , French , Korean , Russian , Spanish , Turkish , and ... Spanish Speaking , * Teaching Methods Personal experiences illustrating the psychological phenomenon of “ culture ...

Research in Education


Get Started in Mandarin Chinese Absolute Beginner Course

This book has a learner-centred approach that incorporates the following features: - 10 units of learning content - covering everyday topics from booking a hotel room to talking about friends and family - Discovery Method - figure out rules ...

Get Started in Mandarin Chinese Absolute Beginner Course

" ?If you are an absolute beginner or simply looking for a solid foundation to your language studies for school, work or travel, this engaging course will help get you on your way to speaking, reading and understanding Mandarin Chinese in no time. Through an engaging story line, clear language presentations, and extensive practice and review, you will pick up the Mandarin Chinese you need to communicate naturally in everyday situations - from shopping and travelling to food and daily life. Engaging with our interactive Discovery Method, you?ll absorb language rules faster, remember what you learn easily, and put your Mandarin into use with confidence. Get Started in Mandarin Chinese has a learner-centered approach that incorporates the following features: Outcomes-based approach - focus your learning with clear goals Discovery method - figure out rules and patterns for yourself to aid in understanding and language recall 10 easy-to navigate units + review units - be in control of your learning. Self-check and Test Yourself - see and assess your own progress Personalization - use the language in real situations? "

University of Michigan Official Publication

A descriptive treatment of the sounds of Chinese and their combinations ; word tones and sentence intonation . ... A study of the Intensive Language Program , the Army Specialized Training Program , and the application of changed ...

University of Michigan Official Publication


Thinking Globally about Language Education

Only through gradual and sensitive introduction of new approaches to teaching will Chinese students accept a shift in their beliefs about learning ( Wu , 1983 ) . Therefore , the discussion of Chinese cultural and educational ...

Thinking Globally about Language Education


The Palgrave Handbook of Chinese Language Studies

A New Lower-Level Reading and Writing Curriculum Design to Integrate Contextualized Digital Performance Based on the ... in the proposed approach, learning Chinese characters will be considered a critical but initial step to achieving ...

The Palgrave Handbook of Chinese Language Studies

This new major reference work provides a comprehensive overview of linguistic phenomena in a variety of Sinitic languages in a global context, highlighting the dynamic interaction between these languages and English. This “living reference work” offers a window into the linguistic sphere in China and beyond, and showcases the latest research into diverse and evolving linguistic phenomena that have resulted from intensified interactions between the Sinophone world and other lingua-spheres. The Handbook is divided into five sections. The chapters in Section I (New Research Trends in Chinese Linguistic Research) present fast-growing research areas in Chinese linguistics, particularly those undertaken by scholars based in China. Section II (Interactions of Sinitic Languages) focuses on language-contact situations inside and outside China. The chapters in Section III (Meaning, Culture, Translation) explore the meanings of key cultural concepts, and how ideas move between Chinese and English through translation across various genres. Section IV (New Trends in Teaching Chinese as a Foreign Language) covers new ideas and practices relating to teaching the Chinese language and culture. The final section, Section V (Transference from Chinese to English), explores dynamic interactions between varieties of Chinese and varieties of English, as they play out in multilingual sites and settings

Bilingual Education Act

Needed for these children are bilingual programs , a proven effective means of meeting the problems of the Chinese child , particularly when simultaneously associated with an intensive ESL program . With the bilingual approach ...

Bilingual Education Act


Bilingual Education Act

... Chinese child , particularly when simultaneously associated with an intensive ESL program . With the bilingual approach , the child , regardless of his age , is able to continue to learn in his dominant language the language spoken ...

Bilingual Education Act


Handbook of Language and Communication Diversity and Change

Currently all four language groups (English, Chinese, Malay and Tamil) are working towards new pedagogical concepts that include more interactive, co-operative learning, and learner-centred approaches. 2.2.1. The Chinese community The ...

Handbook of Language and Communication  Diversity and Change

In line with the overall perspective of the Handbook series, the focus of Vol.9 is on language-related problems arising in the context of linguistic diversity and change, and the contributions Applied Linguistics can offer for solutions. Part I, “Language minorities and inequality,” presents situations of language contact and linguistic diversity as world-wide phenomena. The focus is on indigenous and immigrant linguistic minorities, their (lack of) access to linguistic rights through language policies and the impact on their linguistic future .Part II “Language planning and language change,” focuses on the impact of colonialism, imperialism, globalisation and economics as factors that language policies and planning measures must account for in responding to problems deriving from language contact and linguistic diversity. Part III, “Language variation and change in institutional contexts,” examines language-related problems in selected institutional areas of communication (education, the law, religion, science, the Internet) which will often derive from socioeconomic, cultural and other non-linguistic asymmetries. Part IV, “The discourse of linguistic diversity and language change,” analyses linguistic diversity, language change and language reform as issues of public debates which are informed by different ideological positions, values and attitudes (e.g. with reference to sexism, racism, and political correctness).The volume also contains extensive reference sections and index material.