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Dissertations / Theses on the topic 'CFL teaching'
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Liu, Yiching Christine. "Investigating the relationship between online reading groups and reading difficulties among upper-level CFL learners." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6793.
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This case study aims to investigate the relationship between the online reading group meetings (ORG) and reading difficulties among upper-level learners of Chinese as a foreign language (CFL learners). Based on Bernhardt’s constructivist model of L2 reading (1986, 1991) and sociocultural perspectives, this study attempts to answer two research questions: 1. What reading difficulties upper-level CFL learners encountered when they read in Chinese? 2. What components in the online reading group meetings helped upper-level CFL learners to cope with their reading difficulties? How did the components help? Seven Fourth-Year Chinese learners at a university in the United States participated in this study and attended the ORG meetings throughout a semester to discuss five assigned readings. Qualitative research methods were used to collect and analyze the data. The data sources of this study included pre- and post-ORG questionnaires, pre- and post-meeting comprehension checks, pre- and post-meeting self-reports, recordings of the online reading group meetings, and semi-structured interviews.
The findings showed a complicated and interactive relationship of the six components in Bernhardt’s model when it came to reading difficulties among upper-level CFL learners. Even though the participants identified word recognition as one of their top reading difficulties when reading in Chinese, the findings showed that extra-text driven components, especially intratextual perceptions and prior knowledge, played an important role in determining the participants’ reading comprehension. Being able to constantly monitor what they learned from each paragraph and which prior knowledge they applied to the reading was found to be a key to improving their reading comprehension. The findings also found reflexivity in dialogic collaboration, especially when the ORG meetings created opportunities for the participants to improve their reading comprehension via peer-to-peer interaction. The patterns of peer-mediated learning included giving corrective feedback, negotiating meaning, learning from listening, strategy coaching, and using English strategically. Whereas the instructor as a facilitator was regarded important to provide timely feedback and facilitate the discussion, the findings suggested that a peer-led group discussion was possible for upper-level CFL learners once they built up their confidence in offering help to their peers. Even though the component of the role assignment seemed to be beneficial for the participants to cope with their reading difficulties in the ORG meetings, the participants did not perceive each role equally helpful nor easy due to various reasons. The study concluded with a discussion of the implications for CFL education, teacher education programs and future research.
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Chai, Donglin. "Paradigms of CFL in America, Concepts of Knowing East and West, and their Implications for Teacher Training at the College-Level." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500464134244029.
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Ye, Lijuan. "Teaching and Learning Chinese as a Foreign Language in the United States: To Delay or Not to Delay the Character Introduction." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/alesl_diss/21.
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The study explored whether or not to delay introducing Chinese characters as part of first year Chinese as a Foreign Language (CFL) courses in post-secondary institutions in the U.S. Topics investigated: a) timing structures of current CFL programs in the U.S.; b) CFL teachers’ and students’ beliefs and rationales of an appropriate timing to introduce characters; c) CFL teachers’ and students’ beliefs about the importance and difficulty of different Chinese language skills; and d) CFL teachers’ and students’ beliefs about the requirement of handwriting in beginning-level CFL courses. Data were collected through a large-scale online student survey with 914 students and a large-scale online teacher survey with 192 teachers. At the same time, a total of 21 students and five teachers from a delayed character introduction (DCI) program and an immediate character introduction (ICI) program were interviewed. Both quantitative and qualitative methods were used to analyze the data. Results indicate that the majority of CFL programs did not delay teaching characters; most of teachers and students believed that speaking and listening were the most important skills and reading and especially writing characters were the most difficult skills; and most of teachers and students did not favor alternative methods to replace the handwriting of characters even though they considered handwriting to be the most difficult skill. With few studies carried out to investigate the timing issue of character teaching, results from the study provided foundational knowledge for CFL educators to better understand CFL teaching and learning in general, along with the teaching and learning of written Chinese characters, in particular.
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Al-Yamani, S. A. "An overview of programmed learning and computer-assisted learning, and implementation of a PL/CAL module." Thesis, University of Bath, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379574.
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Halabi, Abdel K. "Applying cognitive load theory concepts to the design and evaluation of CBL materials and feedback in teaching introductory accounting." Monash University, Dept. of Accounting and Finance, 2004. http://arrow.monash.edu.au/hdl/1959.1/9653.
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Tse, Harrison Kar Him. "Promoting the effective use of computers to support the learning and teaching of literacy and numeracy in primary education with attention to pedagogy, teacher reflection and development." Thesis, University of Newcastle Upon Tyne, 2001. http://hdl.handle.net/10443/345.
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This thesis searches for an effective pedagogy with the use of computers or other types of information and communications technology (ICT) from the perspectives of pupil learning and reflective teaching. It begins with a review of factors that make learning and teaching with ICT effective on the ground of contemporary theories and models of learning and teaching. A model of effective curricular learning and teaching with the use of computers or ICT is proposed. It is used as the framework of investigation throughout the thesis. The investigation of learning looks at the interaction between computer-specific characteristics and other learning-related characteristics of primary pupils. It also investigates the in-school and out-of-school usage of ICT, subject differences, grouping and gender differences. The investigation of teaching and/or instruction looks at the combination of factors that affect each type of learning outcomes. With consideration into the causal relationships, the results are linked together to form as a path model. The measurement of effectiveness includes learning progress (i.e. educational value-added) and learning attainment of primary pupils, their developed abilities, and their attitude towards learning and towards themselves and school learning. The results show that the model helps to illuminate the inter-relationships between different components of learning and teaching. In particular, the interrelationships between teacher characteristics, teacher's practical knowledge, reflection and instructional practice concerning the extent of computer use. It is recommended as a framework for other investigations into effective use of ICT or the development of pedagogy with the use of ICT. Furthermore, a framework of promoting the use of ICT to support subject-based learning and teaching is proposed. It is examined in four classroom-based research and development projects. The findings show that it is applicable to different subject curriculum, to a spectrum of school-based learning contexts and to different features provided by computers.
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鄒國新 and Kwok-sun Chau. "Formative evaluation on a self-developed CAL application in chemistry." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256168.
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Nelson, Timothy Kirk. "Case-Based Learning (CBL) in Selected Physical Therapy Curricula and Its Perceived Effectiveness by Students, Faculty, and Administrators." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1160.
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Case-based learning (CBL) is commonly used in physical therapy curricula even though not much evidence exists as to the effectiveness of this instructional tool in physical therapy education. Through qualitative evaluation methodology, the researcher investigated the utilization and implementation of this instructional methodology in selected physical therapy curricula, as well as its perceived effectiveness by physical therapy students, faculty, and administrators. Data collection was performed through classroom observations, interviews,and focus group interviews at eight physical therapy programs across the United States that identified themselves as moderate to high implementers of CBL. Through the analysis of the qualitative data gleaned from the participants, case-based learning was found to be a very effective instructional methodology in these academic programs as described by administrators, faculty, and students alike. Specifically, case-based learning was found to effectively enhance students' learning, problem solving skills, clinical preparedness, and confidence levels. Barriers that may limit the effectiveness of the implementation and utilization of case-based learning were discussed, including stakeholder buy-in, time and cost requirements, an individual knowledge and skill with case-based learning techniques. Multiple factors were found to exist that positively influence the effectiveness of the implementation and utilization of case-based learning including techniques that make the learning experience safe, real, impactful, and empowering.
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Smith, Carla Breedlove. "Aligning Human Resource Development with the Strategic Priorities of Healthcare Organizations: The CFO Perspective." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4583.
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Santos, Jefferson Januário dos. "Dimensões da qualidade educativa nos Centros de Estudos de Línguas do estado de São Paulo (CEL-SP): subsídios à implementação do ensino de espanhol nas escolas públicas paulistas." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-21072011-102442/.
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Este trabalho de pesquisa tem como objetivo essencial verificar quais as contribuições que a experiência pedagógico-organizacional dos Centros de Estudos de Línguas do estado de São Paulo e, em específico, de alguns de seus docentes pode oferecer para uma implementação de boa qualidade e eficaz (BROOK; SOARES, 2008; HOPKINS, 1987; HOPKINS, 1997; MURILLO, 2007) da língua espanhola nos currículos das escolas públicas do Ensino Médio paulista. Para tanto, daremos enfoque especial a duas questões: ao contexto educativo no qual o ensino de castelhano está inserido nas unidades do CEL pesquisadas e às estratégias de ensino que seus docentes utilizam no desenvolvimento de atividades pedagógicas cotidianas. Os dados que embasam o estudo dessas questões foram obtidos, essencialmente, em contexto de pesquisa qualitativa (LUDKE e ANDRÉ, 1986) em três unidades do CEL-SP, na Capital, Grande São Paulo e Interior. Também serão fundamentais os elementos coletados na pesquisa de Santos (2007) acerca das representações (ROUSSIAU e BONARDI, 2000) de alunos, coordenadores e professores dos CEL sobre a qualidade de ensino e aprendizagem de espanhol da instituição. Por meio da análise de tais dados, verificamos se as relações (sociais, afetivas, culturais e organizacionais) existentes nas escolas pesquisadas e se a prática pedagógica dos docentes fundamentam-se em princípios de qualidade educativa expostos em documentos oficiais para o ensino de línguas estrangeiras no Brasil como os Parâmetros Curriculares Nacionais (PCN, 1998; 2000) e as Orientações Curriculares (OC, 2006) e, ainda, em princípios teóricos que descrevem a boa qualidade de ensino (AÇÃO EDUCATIVA, UNICEF, INEP, 2007; HOPKINS, 1987; HOPKINS e LAGESWEUJ, 1997, MACHADO, 2007 et al.).The main goal of this research is to make an assessment of how the historical knowledge and analysis of the pedagogical activities developed by São Paulo Language Study Centers (CEL-SP) units can contribute to an effective and high quality implementation (BROOK and SOARES, 2008; HOPKINS, 1987; HOPKINS, 1997; MURILLO, 2007) of the spanish language in the curriculum of the public schools of São Paulo. With this objective, we will approach mainly two questions: the educational context of the spanish education in the analyzed schools and the approaches and teaching methodology used by teachers in the development of daily pedagogical activities. The data that sustains the study of these questions were obtained basically through a qualitative research (LUDKE e ANDRÉ, 1986) in three units of CEL-SP, in the Capital, Great São Paulo and countryside. The elements gathered by Santos (2007) research about the CELs students, coordinators and teachers representations (ROUSSIAU e BONARDI, 2000) about the teaching and learning quality of the institution are also fundamental. Through data review, we will clarify if the relations (social, affective, cultural and organizational) present in the analyzed schools and the teachers pedagogical practice are related to the principles of the educational quality stated in official documents for education in Foreigner Languages like the Parâmetros Curriculares Nacionais (PCN, 1998; 2000) and the Orientações Curriculares (OC, 2006) and, also, the theoretical principles that characterize high quality education (AÇÃO EDUCATIVA, UNICEF, INEP, 2007; HOPKINS, 1987; HOPKINS and LAGESWEUJ, 1997, MACHADO, 2007 et al.).
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Hooker, Mary. "A study on the implementation of the Strengthening Innovation and Practice in Secondary Education initiative for the preparation of Science, Technology, English and Mathematics (STEM) teachers in Kenya to integrate Information and Communication Technology (ICT) in teaching and learning." Thesis, Queen's University Belfast, 2017. https://pure.qub.ac.uk/portal/en/theses/a-study-on-the-implementation-of-the-strengthening-innovation-and-practice-in-secondary-education-initiative-for-the-preparation-of-science-technology-english-and-mathematics-stem-teachers-in-kenya-to-integrate-information-and-communication-technology-ict-in-teaching-and-learning(e1d24d01-54fc-4967-abb0-c29b5d80e973).html.
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The aim of this research study was to critically appraise the innovation model in relation to teacher development for ICT use in classroom practice associated with the Strengthening Innovative Practice in Secondary Education (SIPSE) project conducted in Kenya secondary schools. The model integrated an ICT Competency Framework for Teachers (ICT-CFT) and a Technology Pedagogy and Content Knowledge (TPACK) framework into a phased modular approach for teacher professional development. The research addressed key questions related to: the object of ICT use as perceived by head teachers and teachers; and the characteristics of teacher design for ICT use in STEM teaching and learning as evidenced in classroom activities at different stages of their professional learning journey. The study used a qualitative design based research (DBR) methodology that was enhanced with the use of a ‘TPACKtivity’ lens combining TPACK and Activity Theory (AT) to explore, explicate and communicate the findings. The study was conducted with a purposive sample of twenty-four teachers, four head teachers and four schools drawn from the wider SIPSE programme intervention. The qualitative research methods included interviews and focus group discussions. Data were also drawn from documentation of lesson plans and peer-to-peer lesson observations. The findings presented participant accounts of tensions and dissonances with the introduction of technology into their school and classroom practices that reflected similar issues in the literature. However, the findings elucidated some unexpected teacher design narratives for technology use to support and innovate STEM teaching and learning. They further revealed the importance of classroom processes as the centre stage for fostering teacher collective design conversations for ICT use solutions. In this the research contributes to the current discourse by offering a TPACKtivity framework centred on authentic classroom settings as a basis for developing and appraising models of professional development for ICT use that can inform practice, policy and research.
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Callegari, Marília Oliveira Vasques. "Motivação, ensino e aprendizagem de espanhol: caminhos possíveis. Análise e intervenção num centro de estudos de línguas de São Paulo." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-18032009-154414/.
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Neste trabalho estudamos a motivação de alunos brasileiros em aulas de espanhol como língua estrangeira, em contextos formais de aprendizagem. Partimos do pressuposto de que a motivação dos alunos é um construto complexo, que envolve fatores de diversos contextos (pessoal, familiar, escolar, social etc.) e que pode ser influenciada por uma série de escolhas que faz o professor durante o curso. Através da revisão bibliográfica realizada, pautada, sobretudo, nos modelos teóricos de Zoltán Dörnyei (1990, 1994, 2001a, 2001b) e do estudo empírico que levamos a cabo, objetivamos: i) aprofundar o nosso conhecimento sobre o conceito de motivação e sobre determinados fatores relacionados a ele; ii) estabelecer um conjunto de estratégias didáticas que tivesse como foco a motivação dos alunos em aulas de línguas estrangeiras; iii) conhecer o grau de motivação de alunos e professores de nove turmas de espanhol de um dos Centros de Estudos de Línguas da cidade de São Paulo, assim como as suas principais causas; iv) verificar em que medida os professores utilizam em suas aulas determinadas estratégias motivacionais; v) propor e avaliar a aplicação de um processo de intervenção numa das turmas envolvidas; vi) reavaliar e complementar o conjunto de estratégias apresentado. O estudo teórico realizado remeteu-nos à importância de uma visão integral da aprendizagem, na qual cognição e emoção caminham juntas. Além disso, refletimos sobre conceitos diretamente relacionados à motivação (ansiedade, auto-estima, autoconceito, autoconfiança, autonomia, interesse, curiosidade, entre outros) e delineamos o conjunto de estratégias didáticas que utilizamos no estudo empírico. A pesquisa empírica realizada apresentou metodologia mista: a primeira das quatro etapas de que se constituiu configurou-se de cunho quantitativo e as demais se basearam na coleta e análise qualitativa de dados (enquadrando-se, mais precisamente, no estudo de caso e na pesquisa-ação). Os resultados obtidos com a pesquisa mostraram que: i) tanto os alunos como os professores de espanhol envolvidos no estudo encontram-se motivados, embora alguns aspectos possam ser melhorados, o que redundaria em aumento do grau motivacional dos alunos; ii) há discrepância entre as estratégias que a professora com a qual realizamos nossa intervenção afirma utilizar e as que de fato foram observadas em sala de aula; iii) há divergências também no que se refere à opinião de alunos e professores sobre o grau de motivação que suscitam determinadas atividades; iv) a implementação de mudanças pedagógicas pode levar a um incremento na motivação dos alunos. Concluímos nosso estudo com a revisão e complementação do conjunto de estratégias motivacionais previamente estabelecido.In this work we have studied the motivation of Brazilian students in classes of Spanish as a foreign language, in formal learning contexts. We assume that student motivation is a complex construct which involves factors of various contexts (personal, family, scholastic, social etc.), and which can be influenced by a series of choices which the teacher makes during the course. Through the bibliographic revision executed, and used as a foundation, especially in the theoretical models of Zoltán Dörnyei (1990, 1994, 2001a, 2001b) and the empirical study which we have carried out, we aim to: i) deepen our knowledge about the concept of motivation and specific factors related to it; ii) establish a set of teaching strategies focusing on the motivation of students in foreign language classes; iii) assess the degree of motivation of students and teachers of nine Spanish groups in one of the Language Study Centers in São Paulo City, as well as its underlying causes; iv) check to what extent the teachers use determined motivating strategies in the classroom; v) propose and evaluate the application of a process of intervention in one of the groups involved; vi) re-evaluate and complement the set of strategies presented. The theoretical study performed has showed us the importance of an integral vision of learning in which cognition and emotion are closely linked. Besides this, we have reflected on concepts directly related to motivation (anxiety, self-esteem, self-concept, self-confidence, independence, interest, curiosity, etc.) and we described a set of teaching strategies which we have used in the empirical study. The empirical research performed had a mixed methodology: the first of the four stages composing it had a quantitative character and the others were based on the collection and qualitative analysis of data (or, more precisely, on case study and action research). The empirical results showed that: i) both the students and teachers of Spanish involved in the study were motivated, but there is room for improvements that would result in higher degree of motivation among the students; ii) there is a difference between the strategies which the teacher with whom we performed our study claims to use and those which were actually observed in the classroom; iii) there are also differences among the opinion of students and teachers about the degree of motivation caused by specific activities; iv) the implementation of pedagogical changes can lead to increased student motivation. We have concluded our study with the revision and complementation of the set of motivation strategies previously established.
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Godoy, Lilian Paula Martins. "Juntar ou separar? Reflexões sobre o contexto multisserial de ensino de francês como língua estrangeira nos centros de estudos de línguas." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-28062013-163344/.
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Este trabalho de pesquisa objetiva promover o reconhecimento do contexto de ensino dos Centros de Estudos de Línguas (CEL), instituições mantidas pelo Governo do Estado de São Paulo por meio de um projeto que busca promover o acesso a jovens vinculados à rede estadual de ensino ao estudo de uma língua estrangeira, no contraturno do seu horário de estudo regular. Dessa forma, propomos verificar o percurso do ensino do Francês como Língua Estrangeira (FLE) nessas instituições e refletir sobre a adequação das estratégias de ensino utilizadas pelo professor ao contexto de ensino e de aprendizagem das turmas multisseriadas. Acreditamos que a abordagem acional, privilegiada pelo Cadre européen commun de référence pour les langues (CECRL)1, referencial para o ensino de línguas na Europa, pode contribuir para a harmonização das competências, das habilidades e dos conteúdos desenvolvidos bem como para a aproximação dos alunos que integram tais grupos. A fim de atingir tais objetivos, propomos um estudo teórico dos documentos oficiais referentes à criação e à implementação dos CEL e também daqueles que procuram oferecer diretrizes metodológicas para o ensino de idiomas. Buscamos, ainda, analisar os dados coletados em: entrevistas com os docentes do CEL, observação de aulas de FLE nesses estabelecimentos e relatórios de estágio de graduandos futuros professores de línguas em turmas multisseriadas, estabelecendo uma aproximação entre as estratégias de ensino que realmente são postas em prática pelo professor e averiguando em que medida a abordagem acional pode contribuir para o processo de ensino e de aprendizagem de línguas estrangeiras nesse contexto.This research aims at promoting the understanding of the teaching context in Language Study Centers (CEL), institutions which enable students enrolled in any public school to study a second language after their regular school day. The CEL project is entirely supported by the São Paulo State Government. Therefore, this study aims at assessing the effectiveness of teaching French as a foreign language (FFL) in Language Centers, and reflect upon the adequacy of the teaching strategies adopted by teachers in their multigrade classes. We believe that the action-oriented approach adopted in the Common European Framework of Reference for Languages (CEFR), which guides language teaching in Europe, may contribute not only to the use of content, abilities, and competencies developed in the classroom, but also to bringing together the students in CEL groups. In order to achieve such goals, this study proposes a theoretical study of the official documents addressing the creation and implementation of Language Centers. We will also analyze the documents that structure the methodological guidelines for language teaching. Finally, we will assess the data gathered from interviews with CEL teachers, classroom observation, and reports written by undergraduate students, who are likely to become French teachers in multigrade classrooms. Our goal is to establish an approximation between teaching strategies that are actually applied during classes and observe to what extent the action-oriented approach can contribute to foreign language teaching and the learning process in the CEL context.
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Ross-Norris, Vicki Sandra. "Literacy Training in an Urban High School Professional Learning Community." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3574.
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The purpose of this study was to explore the essence of professional learning experiences shared by teachers who participated in a professional learning community (PLC) at a New York City high school in the South Bronx. Guided by Hord's PLC characteristics and Bruner's constructivism theories, this phenomenological study addressed the research questions of what PLC practices urban high school teachers employ to support the academic-literacy achievement of their students of low social economic status (SES); the role of administration in the PLC process; and the roles of a shared mission, values, vision, norms, and collaborative knowledge on the functioning of the PLC. Data collected from the 6 PLC teachers included semi-structured individual interviews, observations of PLC meetings over a 2-month period, participating teacher reflective journal entries, and a researcher's log. Manual data analysis consisted of reading raw data multiple times to determine patterns, themes, and relationships. Additionally, concept and descriptive coding approaches facilitated data source analysis. Gerund words and short phrases generated labels and categories that resulted symbolic representation. The results were that the urban high school teachers demonstrated Hord's PLC characteristics and Bruner's constructivism theories within their PLC's practices and principles leading to decision-making and solutions to problems such as improving teachers' literacy practices, students' literacy skills and classroom behavior, and school wide Individualized Educational Plan process. The findings of this study support the engagement of urban high school teachers in self-directed PLC activities that may promote social change by improving literacy instruction and literacy achievement among students of low SES.
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Lo, Ting-Ya, and 羅亭雅. "A Study on Online Synchronous Teaching Capability of CFL teachers." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/55769390051318420372.
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碩士國立臺東大學
華語文學系碩士班
102
Teaching Chinese as a foreign language has approached the form of online synchronous instruction gradually with the development of digital technology. In order to combine the pre-service teachers training and the cloud technology, the research set up a CFL online teaching internship and observed the interaction of the teachers and the foreign students. The research aims to discuss whether the internship improves CFL teachers
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Li, Weijia. "Integrating multimedia into Chinese character teaching and learning for Cfl beginners/." 2008. https://scholarworks.umass.edu/theses/1264.
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Lee, Tzu-Lin, and 李紫菱. "A Study on the Compiling Touristic Mandarin Teaching Materials for Korean Intermediate CFL Learners." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/8aw9v8.
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碩士中原大學
應用華語文研究所
106
The purpose of touristic Mandarin teaching materials is for foreign students to learn touristic Mandarin communication. So far, the publication of touristic Mandarin teaching materials is still incomplete, most of which are mainly written by English. Besides, the number of Chinese language books for Korean learners is much fewer. Liu Jingxuan (2011) mentioned, in spite of the fact that touristic Mandarin teaching materials are seldom designed specifically for certain groups, they generally embody the combination of language and professional content. However, there are still problems such as being unsystematic, inconsistent in difficulty, not fully operational, not specific enough, and so on. As far as the drawbacks above are concerned, this study aims at combining the principles of both teaching and the compilation of textbooks, specialized for middle-level Korean Mandarin learners, and qualitative research that is supplemented by questionnaire survey. This research discusses the principles for compiling textbooks through document analysis and design-based research, structuring the contents based on task-based approach. The teaching materials that are developed in this study will be assessed by experienced Mandarin teachers. The feedbacks of peer review and the interviews with the participants will also be taken into consideration to revise and better the contents, thus gaining a further understanding about the compilation of practical touristic Mandarin materials. Through the suggestions derived from the study, it is shown that the topics in the example textbooks should be student-oriented rather than teacher-oriented; besides, the topics should be capable of informing the learners of the content in no time. As for the arrangement of the materials, dialogues and short passages should be followed by questions with supplementary words at the leaner’s disposal. The example textbook is expanded with supporting materials, like teacher’s manuals and alternative illustrations, in the hope of providing the learners with a vast amount of information. By using the example textbook, learners can expect themselves to learn both extensively and efficiently. At last, according to the results of the study, an ideal structure and arrangement of the touristic Mandarin materials for middle-level Korean learners are provided. Hope the study will not only provide the appropriate structure for compiling touristic Mandarin textbooks, but also open a new opportunity for learners to choose.
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Juan, Ching-Fang, and 阮靖芳. "An Analysis of French Intonations and Chinese Mandarin Tones, and the Teaching Strategies for French CFL Learners." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/99040056954700468138.
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碩士中原大學
應用華語文研究所
101
Abstract Chinese tones are usually used to distinguish the meaning between the words and it is also a basic factor for Chinese beginners to learn Chinese phonetics. But most of the foreign learners always have trouble learning Chinese tones especially the learners whose native language is not the language with the tone language system. However, if these foreign learners speak Chinese with wrong tones, they will have trouble with expressing themselves clearly in Chinese. Thus, learning Chinese tones is like building a house, laying stable foundation is the basis and the most important step to do. This study focuses on analysis of French intonations and Chinese tones and the teaching strategies to French CFL. First, the researcher will collect the learners’ Chinese tones corpus and do error analysis. Then the researcher will explore the reason why it causes French CFL making errors on Chinese tones and what’s the type of errors they make. Second, according to the frequency of making errors on Chinese tones for French CFL, the researcher finds out the frequency from high to low is Chinese Tone2,Chinese Tone3, Chinese Tone 4, and Chinese Tone1. Next, the researcher will design a curriculum for French CFL based on the analysis results and teach Chinese tones by using the French intonations as teaching strategies .The content of the teaching curriculum is mainly the Chinese tone2 and Chinese tone3. Last, according to the results of phonetics post-test and interview, the researcher will know if the individualized- oriental teaching method would improve the errors on Chinese tones ; At the same time, the researcher will explore the effectiveness of teaching Chinese tones by using the French intonations. The result of the research indicated that the French CFL has improved their errors on Chinese tones through the pre-test and post- test contrastive analysis. Besides, according to the interview, the researcher realized the acceptance and feasibility of learning Chinese tones by using French intonations. The result has shown the effectiveness of the Chinese tones teaching strategies that researcher used. Hence, it is necessary to teach French CFL the Chinese tones by using individualized- oriental teaching method. If the Chinese teachers have a knowledge of learner’s native language, it will be helpful for teachers to notice the errors that learners’ make.
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Hsieh, Yi-Chen, and 謝宜真. "A Chinese Pedagogical Grammar Study of V+NP phrases and teaching practice for English-Speaking beginning level CFL learners." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4ykpky.
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碩士國立政治大學
華語文教學碩博士學位學程
106
The purpose of this study is to target the output of V+NP phrases of English-speaking beginning level CFL learners, and to apply Pedagogical Grammar to the teaching of V+NP phrases. In this study, I have classified thirty V+NP phrases found in current popular Chinese language textbooks for beginners into three different categories, based on a set of three evaluation guidelines of Pedagogical Grammar: easy to learn, moderately difficult, and difficult to learn. I also have divided V+NP phrases into three types: verb with one meaning, verb with two or more meanings, and verbs with similar meanings. The English-speaking beginning level CFL learners in my study made most errors in phrases with a verb with two or more meanings, followed by those with verbs with similar meanings, and fewest in those with a verb with one meaning. I have claimed that students need a learner-oriented, situation-based Chinese language textbook that follows Pedagogical Grammar principles. Thus, I have suggested, with reference to my research findings in this study, that each unit of the textbook should be closely related to the learner’s communicative needs in a specific real life situation, and that appropriate V+NP phrases should be introduced in each unit. Unlike traditional CFL textbooks, this book is designed for English-speaking beginning level CFL learners to learn V+NP phrases step by step, from easy to difficult; it emphasizes the importance of collocation between the main verb and its object in order to pin down the meaning of the verb precisely. The effectiveness of teaching and learning V+NP phrases can thus be significantly improved. A full sample lesson, Unit 7 on Traveling to Taiwan by Plane, is provided. A remedial teaching of Unit 7 has proved that the learning V+NP phrases of a verb with two or more meanings, of verbs with similar meanings, and of a verb with one meaning are improved.
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Lin, Li-Mien, and 林麗棉. "A study on the Effects of Teaching Mandarin Vowels with Hanyu Pinyin to CFL Learners in an American middle school—seventh graders of Abington Middle School, Pennsylvania." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/ba7kyv.
Full textAbstract:
碩士國立高雄師範大學
華語文教學研究所
102
Abstract Jumping on the bandwagon of learning Chinese, most American universities set up Chinese programs and even the grade school system has an extended Chinese program from kindergarten to grade 12. The research field in Abington Middle School offers four languages: French, Russian, Spanish and German for students’ second language. Since 2010, the school offered Chinese as another choice of second language. In Chinese a Pinyin syllable is made up of three parts: an initial, a final and a tone. This study intends to understand how seventh graders perform on listening and writing of final pinyin after fifteen 40-minute classes. There are three phases in the teaching experiment: preparation, implementation and analysis. In the preparation phase the researcher designed the teaching material and conducted a pilot study lasting 6 classes. During the implementation phase, the researcher gave the students a formal test before teaching finals of pinyin and a posttest after teaching. The researcher carried out two tests and one survey to gather the data needed for analysis. Of the 45 students originally sampled, 12 were excluded from final analysis. The collected data was processed with software package SPSS 20 for windows, including descriptive statistics and paired-samples T-test. Conclusions obtained from this research are as follows: 1. After teaching 14 final Pinyin phonetic sounds student learning of final ‘u’, ‘i’, ‘a’ and ‘o’ showed progress. 2. After teaching 14 final Pinyin phonetic sounds, final ‘ai’, ’ao’, ‘iu’, ‘an’, ‘en’, ‘ang’, ‘eng’ don’t show student learning progress. 3. Concerning Analysis of learning attitude, it indicated that students had strong motivation. 4. During the teaching process, the students had difficulty learning combined vowels (ai, ao, iu) and nasal vowels (en, an, eng, ang). But if the instructor separated the pronunciation of middle vowels and final vowels, the students could easily recognize ‘an’ and ‘ang’ sounds. 5. The most challenging aspect of teaching Chinese in American high school is classroom management. Following this, creating suitable material is a close second. Based on the conclusions of this study, discussions and suggestions were provided for pedagogy application and future research. Keywords: teaching Mandarin, teaching vowel Pinyin phonetic sounds, American middle school
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Chou, Chia-I., and 周嘉怡. "A Pilot Study of Task-based Language Teaching on Oral Learning Effectiveness of Novice CFL Learners in a Short-term Chinese Language Program in an Indonesian University." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/g294ux.
Full textAbstract:
碩士國立政治大學
華語文教學碩博士學位學程
106
Teaching is no longer limited to the one-way instructional method which is mainly delivering content by teachers. In addition to focusing on the practice of vocabulary and grammar, there are more interactive opportunities between teachers and learners in the classroom nowadays. In order to provide learners with more interaction and authentic conversation opportunities, this study aims to design tasks which are suitable for novice CFL learners, apply task-based activities to Chinese teaching materials and explores the effects of Task-based Language Teaching (TBLT) on the effectiveness of improving true-beginning Chinese learners’ oral language learning. The experimentation was conducted on six Indonesian college students with non-Chinese background enrolling in short-term Chinese language program during summer vacation. The purposes of this study have three. First, this research will develop and design oral tasks which are suitable for novice CFL learners. Second, this study evaluates the effectiveness of oral tasks after the teaching experiment. Third, this paper will offer suggestions about related lesson planning based on the analysis result. Pedagogical tasks are divided into three types based on six types of tasks by Willis (1996), sharing personal experiences, comparing and problem solving. Evaluations were conducted during the three weeks to measure students’ progress. The overall conclusion is that oral tasks are helful to improve students’ oral communication skills.
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Feng, Bo. "Teaching Character Formation Rationales with a Computer-Assisted Courseware." 2010. https://scholarworks.umass.edu/theses/398.
Full textAbstract:
TEACHING CHARACTER FORMATION RATIONALES WITH A COMPUTER-ASSISTED COURSEWARE
FEBRURARY 2010
BO FENG, B.A., GUANGZHOU INSTITUTE OF FOREIGN LANGUAGES
M.A., EASTERN ILLILOIS UNIVERSITY
M.F.A, UNIVERSITY OF MASSACHUSETTS AMHERST
M.A., UNIVERSITY OF MASSACHUSETTS AMHERST
Directed by: Professor Zhongwei Shen
This research conducts a literature survey in the areas of Chinese character error analysis; SLA theories in interlanguage and transfer; systemic characteristics of the Chinese writing system; as well as psycholinguist researches in Chinese character acquisition. CFL learners face critical issues in character acquisition, such as confusions caused by the lack of phonetic awareness, semantic awareness, and contextual interferences. In order to assist CFL learners cope with these issues effectively, it is necessary to develop a computer-assisted courseware utilizing multimedia and web technologies to turn character formation rationales into advance organizers which can be used by CFL learners to restructure newly acquired knowledge and skills. The courseware emphasizes enhancing phonetic awareness, while giving sufficient coverage for semantic awareness and preliminary concepts of spatial configuration of character components.
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Hsiao, Jennifer Ching-hui. "Fangyan-speaking learners of Mandarin Chinese in U.S. universities : experiences of students with heritage backgrounds in Chinese languages other than Mandarin." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-08-1965.
Full textAbstract:
With the rising importance of Mandarin Chinese since the 80s, researchers have paid more attention to the Mandarin learners of heritage backgrounds who can understand or speak Mandarin Chinese before entering Chinese as a Foreign Language (CFL) programs. However, the study of Fangyan-speaking learners of Mandarin Chinese has been long neglected and still remains scarce. This interview study was conducted with twelve Fangyan-speaking learners of Mandarin in U.S. universities with an aim of investigating the linguistic knowledge and ethno-cultural identities that Fangyan-speaking students bring to college-level CFL classrooms. Another focus of this study is to investigate the perception Fangyan-speaking students have about their linguistic abilities and what Fangyan-speaking students are perceived to be the expectations of their instructors and peers.
This study was conducted in two CFL programs: a long-established dual-track program in a research university and a newly-established mixed track program in a teaching university. Both Fangyan-speaking students and their instructors were recruited for interviews and document data were collected from both students and their instructors.
A modification of Krashen’s Input Hypothesis (1981) was employed in categorizing four types of Mandarin input, in which Cantonese pronunciation for reading purposes and media consumption were found to play important roles in Fangyan-speaking students’ Mandarin learning. Analysis of the data also revealed that Fangyan-speaking participants’ ethno-cultural identities may exhibit a nature of “hybridity” (Young, 1995) owing to their family immigration histories. Implications derived from the findings are offered for researchers, practitioners, and administrators of programs that serve tertiary CFL learners.text
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Travers, David Alan. "Using CBL 2 technology to promote inquiry and to improve interpretation of graphs in high school science." 2005. http://hdl.handle.net/1828/840.
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