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Journal articles on the topic 'Chinese language High school students'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Liddicoat, Anthony J., Andrew Scrimgeour, and Toni Chen. "Intertextuality in Chinese High School Students' Essay Writing." Language and Education 22, no. 6 (2008): 380. http://dx.doi.org/10.2167/le811.0.

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Liddicoat, Anthony J., Andrew Scrimgeour, and Toni Chen. "Intertextuality in Chinese High School Students' Essay Writing." Language and Education 22, no. 6 (2008): 380–92. http://dx.doi.org/10.1080/09500780802152739.

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Dai, Fan. "English-language creative writing by Chinese university students." English Today 28, no. 3 (2012): 21–26. http://dx.doi.org/10.1017/s0266078412000259.

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In China, most universities have a school of foreign languages, where students majoring in English, German, French, Japanese, and other languages study the language for the first two years, and take introductory courses in the linguistics and literature of the language concerned, and then progress to higher-level linguistic and literary courses, as well as translation studies. English is the most popular foreign language in China, and, with the improvement of English teaching in high schools, the average student entering university now has a higher level of English proficiency than previous ge

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Liu, Guobing, and Yafei Zhang. "The Production-oriented Approach to Teaching English Writing in Chinese Junior High Schools." Journal of Language Teaching and Research 10, no. 6 (2019): 1288. http://dx.doi.org/10.17507/jltr.1006.18.

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With the acceleration of globalization, English communicative competence has become a necessary ability in modern society. The teaching of English writing in junior high schools not only improves students’ comprehensive language ability, but also lays a favorable foundation for their future English learning. Writing classes should highlight the importance of writing. But in fact, students’ actual output is neglected. The writing classes exist in name only. Based on the above questions, this research attempts to apply the Production-Oriented Approach (POA) in junior high school English writing

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Lim, Sugiato. "Analysis of Chinese Language Learning Motivation and Cultural Preservation of Chinese Indonesian High School Students." Humaniora 5, no. 1 (2014): 275. http://dx.doi.org/10.21512/humaniora.v5i1.3019.

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This paper analyzes Chinese Indonesian high school students, their language and cultural preservation, and also their motivation to keep learning Chinese. By related survey, this paper tries to find out more about how far the young generation of Chinese Indonesian retains their language and culture as well as their motivation tolearn Chinese. The contents particularly concern the subjects of Chinese learning experience, motivation, mother-tongue language and religion backgrounds, Chinese festivals and customs and other topics. Survey results indicate that the post-90s young generation of Chine

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Guo, Qiong, Yan Ma, and Feng Wang. "A Study of Foreign Language Anxiety of Chinese EFL High School Students." American Journal of Educational Research 6, no. 6 (2018): 722–28. http://dx.doi.org/10.12691/education-6-6-21.

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Keynton, Janice. "Classroom learners of Chinese in senior secondary school." Australian Review of Applied Linguistics 41, no. 3 (2018): 280–306. http://dx.doi.org/10.1075/aral.17087.key.

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Abstract This study looks at the Chinese-learning experiences of six classroom learners who continued to the end of secondary school in Victoria, Australia, through in-depth interviews. Various systemic deterrents to continued Chinese language study are identified by the participants, including: (1) the schooling journey, including transition between primary and high school and disruption from uninterested students in compulsory classes; (2) the curriculum and the learning demands dictated by the form of assessment; (3) the risk of poor assessment results prejudicing post-school study options,

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Zhao, K. "Localising Chinese language curriculum construction: A case study in an Australian primary school." Global Chinese 6, no. 2 (2020): 263–88. http://dx.doi.org/10.1515/glochi-2020-0014.

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Abstract Chinese is now the second most commonly spoken language in Australia. There is a growing interest in learning Chinese in local schools. However, it is reported that the principally English-speaking learners in Australia have great difficulties and challenges in learning Chinese. The high dropout rate in Chinese courses demonstrates this. This paper presents a case study conducted in a local public school in New South Wales. The purpose of this study is to explore and employ the local students’ daily recurring sociolinguistic activities, performed in English at school, for creating sui

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Li, Cuiming, and Fei Jiang. "An Experimental Study of Teaching English Writing with OBE in Chinese Senior High School." Theory and Practice in Language Studies 10, no. 8 (2020): 905. http://dx.doi.org/10.17507/tpls.1008.08.

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Writing is a distinctly important language output skill. Students can organize and process the learned language knowledge through writing to realize the re-creation of knowledge. Writing is the best performance of students’ comprehensive use of language ability and it plays an essential role in language instruction. The Outcome-Based Education originated in the United States in the 20th century. It is represented by Spicer, based on the four basic principles of clear objectives, expanded opportunities, high expectations and reverse design. In order to solve the unfavorable tendency of the sepa

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Sasi, Abolfazl Shirban, and Toshinari Haga. "Ideal Japanese Class for Taiwanese High School Students: A Gender Comparison." World Journal of Education 8, no. 6 (2018): 147. http://dx.doi.org/10.5430/wje.v8n6p147.

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Learning Japanese has become very common amongst Taiwanese high school and university students, ranking thesecond most sought for language. A concise study of the likeable activities in a typical language class for theTaiwanese students seems to be quite useful. Therefore, the present study has concentrated on the senior high schoolstudents’ opinion about the ideal Japanese class. Subjects in this research were 478 students (181 boys, and 297 girls)in nine private schools in three counties. The instrument was a 10-item multiple-choice Chinese questionnaire basedon Littlewood (2010). The findin

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Ye, Zilu. "The Teaching Strategy of Modern Prose in Junior Middle School." Journal of Language Teaching and Research 9, no. 5 (2018): 1036. http://dx.doi.org/10.17507/jltr.0905.18.

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Modern prose plays an indispensable role in Chinese teaching in middle schools. It is an elegant and natural language which has sincere and profound emotions. Its language has a profound influence on students' aesthetic ability, emotional attitudes and values. However, in contemporary prose teaching, the beauty and cultural connotation of prose is replaced by classroom practice of repeated exercises and exploration activities. Teachers held utilitarianism attitude to teach prose and to train students from the perspective of college entrance examinations, all of which had led to a dilemma where

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Guo, Ruiming. "Pedagogical Implications on Error Analysis in the High school." Modern Management Forum 5, no. 1 (2021): 65. http://dx.doi.org/10.18686/mmf.v5i1.3297.

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In senior high school English teaching, students make various errors in the process of learning English, and these errors are a way for learners to test their assumptions about the nature of the language they have learnt. Therefore, by analyzing students’ errors through error analysis, we can get feedback, effectively understand students’ learning condition, check the teaching effect, effectively improve the teaching method, and then reduce or avoid students making mistakes in English, so as to effectively improve the English writing level of Chinese high school students.

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Ye, Zhenyan. "Chinese to English Lexical Transfer Errors in the Writing of Rural Senior High School Students." Theory and Practice in Language Studies 9, no. 6 (2019): 645. http://dx.doi.org/10.17507/tpls.0906.06.

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The influence of first language (L1) has been widely recognized as a crucial factor in Second Language Acquisition (SLA). Language transfer is a typical phenomenon originating from this impact of L1. Many studies have tried to explore the influence of learners’ L1 on their SLA. This paper reports a study conducted at a rural senior high school in eastern China. Based on the lexical transfer taxonomy proposed by Dodigovic et al (2015), this research attempted to at first identify examples of lexical transfer from Chinese to English caused by (1) Chinese polysemes, (2) Chinese collocations, and

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Liu, Guobing, and Hui Cao. "The Application of POA-based Reciprocal Teaching Model in Chinese Senior High School English Writing Class." Theory and Practice in Language Studies 11, no. 8 (2021): 891–900. http://dx.doi.org/10.17507/tpls.1108.04.

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In order to effectively improve the efficiency of English writing class in Chinese senior high school, this paper explores the effectiveness of POA-based reciprocal teaching model, i.e. Production-based reciprocal teaching (PBRT). The research instruments include classroom observation, interview and test. It has been found: (1) PBRT has a positive impact on Chinese senior high school students’ interests in English writing. (2) PBRT can significantly improve students’ writing abilities. (3) The application of PBRT in writing class need build a teacher-student community. The teachers should desi

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Li, Chengchen, Guiying Jiang, and Jean-Marc Dewaele. "Understanding Chinese high school students’ Foreign Language Enjoyment: Validation of the Chinese version of the Foreign Language Enjoyment scale." System 76 (August 2018): 183–96. http://dx.doi.org/10.1016/j.system.2018.06.004.

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Wang, Ze, Ti Zhang, Jingfei Liu, and Suzanne Yonke. "Co-teaching Chinese in middle schools and high schools." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 54, no. 1 (2019): 1–30. http://dx.doi.org/10.1075/csl.17027.wan.

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Abstract This study investigates the co-teaching practices implemented in Chinese language teaching in middle schools and high schools in a school district in the Midwestern United States. With the overarching question of how co-teaching with a native speaker teacher and a language expert teacher enhances the teaching and learning process of Chinese, this study examines co-teachers’ past experiences, their roles and experiences in the co-taught Chinese classes, and their perceptions of student learning and of partner teachers’ experiences, as well as students’ motivational perceptions and clas

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Hu, Si-Min, Viphavee Vongpumivitch, Jason S. Chang, and Hsien-Chin Liou. "The effects of L1 and L2 e-glosses on incidental vocabulary learning of junior high-school English students." ReCALL 26, no. 1 (2014): 80–99. http://dx.doi.org/10.1017/s0958344013000244.

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AbstractWhile researchers have examined the effectiveness of various online gloss types on incidental L2 vocabulary learning, little research on online gloss languages has been conducted. Previous attempts which compared the effects of L1 and L2 glosses have reported mixed results. To fill the gaps, this study examined the effectiveness of Chinese and English e-glosses on incidental English vocabulary learning on a less-researched student group in CALL – junior high-school English-as-a-foreign-language (EFL) students. Seventy-eight students with Chinese as their first language read two online

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Tsang, Sau-Lim, Anne Katz, and Jim Stack. "Achieving testing for English Language Learners, ready or not?." education policy analysis archives 16 (January 17, 2008): 1. http://dx.doi.org/10.14507/epaa.v16n1.2008.

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School reform efforts across the US have focused on creating systems in which all students are expected to achieve to high standards. To ensure that students reach those standards and to document what students know and can do, schools collect assessment information on students' academic achievement. More information is needed, however, to find out when such assessments are appropriate for English learners and can provide meaningful information about what such learners know and can do. We describe and discuss a study that addresses the question of when it is appropriate to administer content ar

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He, Haihuai. "Analysis of the Reasons of Public High School Students in United States Choosing Chinese as a Foreign Language – The Case of Nevada." International Journal of Emerging Technologies in Learning (iJET) 12, no. 06 (2017): 140. http://dx.doi.org/10.3991/ijet.v12i06.7092.

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The research focuses on the motivations of US’s high school students chose Chinese as a secondary language study programme from multiple aspects: the future career considerations, Chinese population growth, and the personal interests. The current Chinese language learning statistics have been given as further references in terms of questionnaire findings.

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Marsh, Herbert, Kit-Tai Hau, and Chit-Kwong Kong. "Late Immersion and Language of Instruction in Hong Kong High Schools: Achievement Growth in Language and Nonlanguage Subjects." Harvard Educational Review 70, no. 3 (2000): 302–47. http://dx.doi.org/10.17763/haer.70.3.gm047588386655k5.

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In this article, Herbert Marsh, Kit-Tai Hau, and Chit-Kwong Kong evaluate the effects of instruction in the first language (Chinese) and the second language (English) on achievement using multilevel growth models for a large representative sample of Hong Kong students during their first three years of high school. For nonlanguage subjects, late immersion in English as the language of instruction had large negative effects. Immersion in English did have positive effects on English and, to a smaller extent, Chinese language achievement, but these effects were small relative to the large negative

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Колесникова and L. Kolesnikova. "Intercultural Problems In Teaching Russian Language To Foreign Students." Modern Communication Studies 5, no. 2 (2016): 41–46. http://dx.doi.org/10.12737/18966.

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The article discusses the main features of intercultural teacher of high school, in particular, a teacher of Russian as a foreign language with the audience. The conclusion is that the modern university teacher must know the culture and the mentality of their students, to be a mediator of cultures and translator of Russian culture. Questions intercultural teacher of high school with international students are considered on the example of the Chinese students. The article is interesting for its examples, as well as the description of the author’s personal experience. The scientific approach in

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Tachibana, Yoshiharu, Reko Matsukawa, and Qu Xian Zhong. "Attitudes and Motivation for Learning English: A Cross-National Comparison of Japanese and Chinese High School Students." Psychological Reports 79, no. 2 (1996): 691–700. http://dx.doi.org/10.2466/pr0.1996.79.2.691.

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359 Japanese and 442 Chinese high school students were examined and compared regarding their motivation to learn English. Although Japanese students expressed a strong interest in English as a subject, they displayed a weaker interest on intrinsic motivation and a stronger one for extrinsic motivation as compared to junior high school students. Nevertheless, Japanese students who achieved better scores were not only eager to achieve better scores but also were much more interested in English as a language, the culture, and people. Chinese high school students' motivation did not vary so dramat

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Zhang, Qiuling, Ningning Zhao, Xiangying Han, Li Cheng, and Yufei Zheng. "Moderating Effects of Self-efficacy on Chinese Language Achievement for Minority Students." Journal of Language Teaching and Research 12, no. 3 (2021): 377–86. http://dx.doi.org/10.17507/jltr.1203.07.

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The purpose of this article was to explore the effect of the contextual variables and individual variables on the language achievement for the minority students in Chinese primary school. There were 9,102 students from grade 2 to grade 6 who participated in the investigation, including 578 minority and 4731 girls from five regions with different developing levels. Firstly, the results show that the ethnicity does not have a direct effect on the language achievement and the self-efficacy has moderating effect for ethnicity on language achievement. Secondly, the gender and parents’ career have a

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., Ivana. "The Effectiveness of Online Learning in Learning Chinese Language." International Journal of Research and Review 8, no. 8 (2021): 116–20. http://dx.doi.org/10.52403/ijrr.20210817.

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Mid-March 2020, Indonesia began to be hit by the COVID-19 pandemic, which forced the government to set up online learning. The purpose of this study was to find out how effectiveness online learning was applied by Mandarin language educators at the junior high school level at Methodist Charles Wesley. Analysis of the data used is data analysis Miles and Huberman. The results of this study are: (1)Educators and students have adequate facilities in online learning. (2)Online learning has flexibility in its implementation. However, online learning has its own challenges, namely: weak internet sig

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LI, DEGAO, XIANNV ZHANG, and GUOYING WANG. "Senior Chinese high school students' awareness of thematic and taxonomic relations in L1 and L2." Bilingualism: Language and Cognition 14, no. 4 (2010): 444–57. http://dx.doi.org/10.1017/s1366728910000416.

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In the development of their semantic networks, bilinguals can be influenced by the levels of proficiency they have in their second language (L2) and by the age at which they acquired the language. Two exercises, one in word association and one in forced-choice decision-making, were used to test whether the pattern of relative awareness of thematic and taxonomic relations that senior Chinese high school students had in L2 differed from the pattern they had in their first language (L1). The results consistently indicated that (i) the participants appeared as aware of taxonomic relations in L2 as

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Guo, Jingyi. "Study of Influence of Negative Transfer of L1 Thinking on Second Language Acquisition." Learning & Education 9, no. 2 (2020): 37. http://dx.doi.org/10.18282/l-e.v9i2.1393.

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Language transfer is always the hot topic in the history of Linguistic researches. The influence of L1 thinking absolutely exists in the process of second language acquisition and varies with second language learners’ personal language acquisition ability. According to Piaget, junior high school students are in the transitional stage from the Concrete Operation to the Formal Operation, and some of them may belong to the later. Also, the learning years in junior high school is the initial time to study English grammar and write compositions, so this research takes junior high school students of

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Lee, Sy-Ying, and Stephen Krashen. "Writing Apprehension in Chinese as a First Language." ITL - International Journal of Applied Linguistics 115-116 (January 1, 1997): 27–37. http://dx.doi.org/10.1075/itl.115-116.02lee.

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Abstract First year high school students in Taiwan filled out a questionniare probing their writing anxiety and leisure reading and writing habits in Chinese. A strong relationship was found between reported writing apprehension and frequency of leisure writing, confirming results reported by Daly and associates with North American English-speaking subjects. In addition, there was evidence of a relationship between writing apprehension and frequency of reading, suggesting that those who read more have lower writing apprehension.

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Liang, Xiaoping. "Identity and Language Functions: High School Chinese Immigrant Students' Code-Switching Dilemmas in ESL Classes." Journal of Language, Identity & Education 5, no. 2 (2006): 143–67. http://dx.doi.org/10.1207/s15327701jlie0502_3.

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Jiao, Yu-Mei. "Review and Outlook of the Development of Chinese Language Education for Korean High School Students." Chinese Language Education and Research 16 (December 31, 2012): 333. http://dx.doi.org/10.24285/cler.2012.12.16.333.

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CHING, BOBY HO-HONG, CONNIE SUK-HAN HO, DAVID W. CHAN, KEVIN K. H. CHUNG, and LAP-YAN LO. "Behavioral characteristics of Chinese adolescents with dyslexia: The use of teachers’ behavior checklist in Hong Kong." Applied Psycholinguistics 35, no. 6 (2013): 1235–57. http://dx.doi.org/10.1017/s0142716413000179.

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ABSTRACTWe developed the Hong Kong Specific Learning Difficulties Behavior Checklist for Junior Secondary School Students (BCL-JS) for teachers to rate the frequency of 52 reading-related behavioral characteristics of Chinese secondary school students. An item factor analysis based on ratings on 947 students yielded seven distinct dimensions. In a separate sample of 90 students, the seven constructs of the BCL-JS significantly correlated with students’ performances on most literacy and reading-related cognitive measures, and differentiated adolescents with or without dyslexia. Discriminant ana

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Xiashi, Guo, and Yuewu Lin. "Impact of Language Ego, the Native Language Effect on Oral English Learning of High School Students." International Journal of English and Cultural Studies 3, no. 1 (2020): 33. http://dx.doi.org/10.11114/ijecs.v3i1.4841.

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Language transfer, especially the native language effect on the process of second language acquisition, has always been a hot issue of various linguists. Language transfer is inevitable in the process of second language acquisition, which can be divided into positive transfer and negative transfer. The positive transfer will promote the foreign language learning while negative transfer of mother tongue will hinder the second language learning. In English learning, compared with reading and writing, oral English learning is more important and more complex. Chinese high school students are often

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Zhang, Yunting, Xiaochen Ma, Jin Zhao, Hong Shen, and Fan Jiang. "The Effect of Strengthened Physical Education on Academic Achievements in High School Students: A Quasi-Experiment in China." International Journal of Environmental Research and Public Health 16, no. 23 (2019): 4688. http://dx.doi.org/10.3390/ijerph16234688.

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Objectives: Evidence of school-based physical activity (PA) on academic performance in children and adolescents was inconsistent, especially in high school students who face a high academic burden. In this study, we tested the efficacy of a strengthened physical education (PE) program on academic outcomes in Shanghai. Methods: A quasi-experimental design was conducted to investigate the effect of strengthened PE on academic scores by calculating the grade-cohort difference before and after the intervention. PE curriculum switched from traditional short duration (40 minutes) general fitness tra

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Shi, Lan, and Eric C. K. Cheng. "Developing metacognitive teaching in Chinese language through conducting lesson study in Shanghai." International Journal for Lesson & Learning Studies 10, no. 1 (2020): 75–88. http://dx.doi.org/10.1108/ijlls-09-2020-0065.

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PurposeThis paper investigates the effectiveness of metacognitive teaching methods on students' reading comprehension through a lesson study case conducted in Shanghai.Design/methodology/approachThis study adopts an experimental design with control groups and experimental groups. Plan–do–check–act (PDCA) cycles of lesson study were conducted to evaluate the effectiveness of modeling, self-questioning, think aloud and KWL strategy in Chinese language lessons. Metacognitive teaching strategies were implemented at a junior high school in Shanghai. The data was collected via lesson observation, in

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Yau, Jia-ling Charlene. "Roles of mental translation in first and foreign language reading." International Journal of Bilingualism 15, no. 4 (2010): 373–87. http://dx.doi.org/10.1177/1367006910380038.

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This study integrates both quantitative and qualitative approaches to examine the roles that mental translation plays in reading classical Chinese and English as a foreign language among Taiwanese high school students. Gadamer’s theory of hermeneutic experience and the Vygotskian social-cultural theory provide the theoretical frameworks for this study. The quantitative data consist of reading comprehension tests and translation surveys, while the qualitative data are composed of think-aloud protocols and interviews with the participating students and their teachers. At least two prominent find

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Yuan, Xinqun, Le Yu, and Hao Wu. "Awareness of Sustainable Development Goals among Students from a Chinese Senior High School." Education Sciences 11, no. 9 (2021): 458. http://dx.doi.org/10.3390/educsci11090458.

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Education is an essential component of the Sustainable Development Goals (SDGs). Through a questionnaire survey among students from a Chinese senior high school, this study measured the self-reported knowledge, sources of information, learning situations, priorities, the impact of personal life and career planning with respect to the SDGs to understand their cognition, learning motivation and social readiness. The results show that students’ knowledge and information sources in relation to the SDGs are limited, and there is no significant difference between boys and girls in relation to their

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Molyneux, Paul, and Renata Aliani. "TEXTS, TALK AND TECHNOLOGY: THE LITERACY PRACTICES OF BILINGUALLY-EDUCATED STUDENTS." Trabalhos em Linguística Aplicada 55, no. 2 (2016): 263–92. http://dx.doi.org/10.1590/010318135016177421.

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ABSTRACT It is widely recognized that to be literate in today's world requires conscious, creative and critical deployment of language (and other semiotic devices) for different social purposes, contexts and audiences (FREEBODY & LUKE, 1990, 2003). This notion of literacy as social practice (BARTON & HAMILTON, 2000; STREET, 1995) has been extended to include the idea of multiliteracies (NEW LONDON GROUP, 1996; KALANTZIS & COPE, 2012), in recognition of the roles technology and digital text use and production play in young people's lives. However, the literacy practices of primary s

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Liu, Xinzhu. "The Senior High English Teaching Design Based on the Multiliteracies Pedagogy—From the Perspective of Cultivating Students’ Key Competency in English." Theory and Practice in Language Studies 11, no. 6 (2021): 681–87. http://dx.doi.org/10.17507/tpls.1106.12.

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Based on people-oriented moral education, the Key Competency of Chinese Students’ Development highlights the importance of cultivating students’ key competency, which means that students should have the essential character and core ability to adjust lifelong development and meet the demand of social development. According to the High School English Curriculum Standard (2017 Edition), key competency in English refers to language ability, thinking quality, cultural character and learning ability. And on the basis of multiliteracies pedagogy, linguistic symbols and non-linguistic symbols are comb

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Liu, Chang. "Chinese EFL Learners’ Motivation Mediated by the Perceived Teacher Factors—Different Voices from Different Levels of Education." Journal of Language Teaching and Research 11, no. 6 (2020): 920. http://dx.doi.org/10.17507/jltr.1106.07.

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This study examines Chinese EFL learners’ motivation at different educational levels and their perceptions of teacher-related motivators. The questionnaire survey and follow-up interview were administrated among students from junior high schools, senior high schools and universities, and the results reveal the impact of teachers’ perceived commitment on students’ motivational level together with the most motivating teacher factors identified by three student groups. With the English learning experience accumulating, students tend to place less value on teachers’ emotional support whereas rate

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Fitria, Ayu, Yumna Rasyid, and Ninuk Lustyantie. "A NEEDS ANALYSIS OF CHINESE LANGUAGE TEACHING MATERIALS FOR STUDENTS OF BUSINESS AND MANAGEMENT MAJORS IN A VOCATIONAL HIGH SCHOOL." Polyglot: Jurnal Ilmiah 15, no. 1 (2019): 1. http://dx.doi.org/10.19166/pji.v15i1.1086.

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<p>The purpose of this study was to identify the Chinese language teaching materials for students of business and management majors in a vocational high school. This research method was qualitative. The process of collecting data used observation activities, interviews and questionnaires. This study found that the Chinese teaching materials which have been used in a vocational high school especially in business and management majors were still general and not relevant to the needs of students. The results of this study also indicated that the expected design of Chinese language teaching

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Qian, Yizhou, and James D. Lehman. "Correlates of Success in Introductory Programming: A Study with Middle School Students." Journal of Education and Learning 5, no. 2 (2016): 73. http://dx.doi.org/10.5539/jel.v5n2p73.

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<p>The demand for computing professionals in the workplace has led to increased attention to computer science education, and introductory computer science courses have been introduced at different levels of education. This study investigated the relationship between gender, academic performance in non-programming subjects, and programming learning performance among middle school students with no prior programming experience who took an introductory programming course. We found that girls performed as well as or even better than boys in introductory programming among high-ability Chinese

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敏, 姚., та 徐. 佳珉. "马来西亚华人新生代多语能力与家庭语言规划状况调查——基于两个个案的比较研究". Global Chinese 7, № 2 (2021): 159–67. http://dx.doi.org/10.1515/glochi-2021-2009.

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Abstract Based on the correlation between the multilingual ability of new generation Malaysian Chinese and language awareness within ethnic Chinese families, this study selects two typical fifth grade students of a Malaysian Chinese primary school as research objects and analyzes the impact of language awareness in two different ethnic Chinese families on children’s language ability. Research by means of two-way questionnaires, in-depth interviews, text analyses of Chinese and English compositions and comparison of Chinese, Malay and English language results reveals outstanding Chinese languag

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Domos, Erma. "MOTIVASI SISWA SMA TERHADAP PELAJARAN BAHASA MANDARIN." Inovbiz: Jurnal Inovasi Bisnis 6, no. 2 (2019): 195. http://dx.doi.org/10.35314/inovbiz.v6i2.876.

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In the opinion of Indonesian schools, Chinese study has one short coming. This continued for 30 years making many young Indonesians cannot speak Chinese language (Mandarin) and unable to speak dialect too. As society progresses, Chinese once again became Indonesians second language without the auxiliary aid of parents, the teaching of Indonesian literature and language rested on the teacher. Under this special conditions, no one has researched into the Indonesian students method of studying Chinese Language. The author admits personality affect and so does family background, race hence educati

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Love, Kristina, and Sophie Arkoudis. "Sinking or swimming?" Australian Review of Applied Linguistics 27, no. 1 (2004): 58–71. http://dx.doi.org/10.1075/aral.27.1.05lov.

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Abstract In this paper we examine the academic and language learning needs of Chinese international students preparing for high stakes examinations in an independent secondary school in Melbourne, Australia. We argue that the needs of these secondary students and their teachers are different from those of their tertiary counterparts, yet have received almost negligible research attention by comparison. We focus on Commerce/Economics subjects as those which many Chinese students seek to study at university, but which present particular challenges for them at school level. In particular, we anal

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Liu, Keli, and Xiaoqiu Fu. "A Review of Domestic Empirical Studies on the Intercultural Perspective in Foreign Language Teaching." IRA International Journal of Education and Multidisciplinary Studies 15, no. 4 (2019): 148. http://dx.doi.org/10.21013/jems.v15.n4.p6.

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<p>We reviewed all the empirical studies on the intercultural perspective in foreign language teaching, published between 2008 to 2018, on 6 Chinese major refereed journals of linguistics and foreign language education. 21 articles were identified after three rounds of screening. Each article was analyzed from three dimensions: research content, research participants and methodology. The results indicated that domestic studies were mainly involved in new pedagogical strategy application, instrument or model construction, and culture teaching assessment. Most of the research participants

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Supakorn, Patnarin, Min Feng, and Wanida Limmun. "Strategies for Better Learning of English Grammar: Chinese vs. Thais." English Language Teaching 11, no. 3 (2018): 24. http://dx.doi.org/10.5539/elt.v11n3p24.

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The success of language learning significantly depends on multiple sets of complex factors; among these are language-learning strategies of which learners in different countries may show different preferences. Needed areas of language learning strategy research include, among others, the strategy of grammar learning and the context-based approach to learning strategies. To fill in these gaps, this study aimed at finding the grammar learning strategies adopted by high school students as well as exploring the national differences between Chinese and Thai students. The results showed that in gene

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Yao, Yuan, Nancy Songdan Guo, Weijun Wang, and Jie Yu. "Measuring Chinese junior high school students' language mindsets: What can we learn from young EFL learners’ beliefs in their language ability?" System 101 (October 2021): 102577. http://dx.doi.org/10.1016/j.system.2021.102577.

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Yang, Wenzhong Eric. "Chinese Language Maintenance: A Study of Chinese-American Parental Perceptions and Activities." Journal of Chinese Overseas 3, no. 2 (2007): 220–38. http://dx.doi.org/10.1163/179325407788639704.

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AbstractThis study focuses on Chinese-American parents' perceptions of their children's Chinese language use and proficiency. The sites for this study were weekend Chinese schools in New Jersey, Pennsylvania, and New York. A self-administered survey was conducted by using a random sample of 209 parents from different backgrounds. Results have indicated that these Chinese-American parents had high expectations of their children's Chinese language proficiency and tried to maintain their unique Chinese heritage and culture. When comparing parental perceptions of different groups, significant diff

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Tsai, Kuan Chen. "Development and Validity Testing of a Chinese-Language Version of FourSight." Journal of Educational Issues 2, no. 1 (2016): 22. http://dx.doi.org/10.5296/jei.v2i1.8574.

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<p>The purpose of the current study was twofold: its first objective was to evaluate 151 Taiwanese high school students’ creative process preferences using FourSight and its second, to assess the reliability and validity of FourSight’s Chinese-language version. The results show that the highest proportion of our participants were high-Clarifiers (51%) and the lowest proportion, high-Ideators (28%), with high-Developers (32%) and high-Implementers (40%) occupying middle positions relative to the other two types. Our respondents may be influenced by the country’s standardized-test-based ed

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Hou, Junping, Marjolijn Verspoor, and Hanneke Loerts. "An exploratory study into the dynamics of Chinese L2 writing development." Dutch Journal of Applied Linguistics 5, no. 1 (2016): 65–96. http://dx.doi.org/10.1075/dujal.5.1.04loe.

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The present study is inspired by the often heard Chinese university level students’ complaint that they do not improve in English proficiency during their university courses. With a pre-post design, the study explores the potential gains in language development in free response data (writing samples) of three groups of L2 learners: a senior high school group and two university groups of different proficiency levels. Four writing samples, two collected at the beginning and two at the end of the students’ respective courses, were scored holistically on general proficiency and analytically on 47

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Liu, Xinzhu. "A Study of Tactics of Cultivating Senior High Students’ Critical Thinking Skills of English Writing Based on the Production-oriented Approach." Theory and Practice in Language Studies 11, no. 7 (2021): 816–20. http://dx.doi.org/10.17507/tpls.1107.07.

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As an embodiment of the comprehensive language competence, writing is also an effective way of promoting students’ critical thinking ability, and the writing process involves not only language usage but critical analysis as well. In traditional English classes, however, the cultivation of critical thinking skills is sometimes overlooked and the teaching of English writing pays more attention to the usage of grammar or lexical knowledge, in other words. A lot of students just write for high scores by applying flowery language without logicality or internal essay structure, and writing teaching

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