Relevant bibliographies by topics / Chinese language – Homonyms – Study and teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Chinese language – Homonyms – Study and teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Chinese language – Homonyms – Study and teaching"

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Fan, Yuanyuan, and E. N. Tarasova. "The Use of Homonymys in Teaching Chinese Students the Russian Language at an Early Stage." Prepodavatel XXI vek, no. 1, 2020 (2020): 175–81. http://dx.doi.org/10.31862/2073-9613-2020-1-175-181.

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This article considers the problem of grammatical homonymy when teaching Russian to Chinese students; special attention is paid to the use of homonyms in various aspects in Russian and Chinese. The authors of the article give examples, which include homonyms in various speech and other genres, for example, dialogue, advertising, and names. The article illustrates the use of the comparative method for teaching Chinese students to communicate in Russian and to use grammatical forms with homonyms. The training is based on modern technologies: a projector, a computer are designed to more effectively master didactic material. In order to check the degree of understanding the use of homonyms when comparing Russian and Chinese languages, exercises are proposed.
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Yuanyuan, Fan, and Elena N. Tarasova. "Peculiarities of working with grammatical homonyms at Russian as a foreign language lessons in the Chinese classroom." Science and School, no. 3, 2020 (2020): 179–84. http://dx.doi.org/10.31862/1819-463x-2020-3-179-184.

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The article considers the features of working with grammatical homonyms at Russian as a foreign language lessons in the Chinese audience; special attention is paid to comparing grammatical homonymy in Russian and Chinese. The authors make an attempt to systematize different types of homonyms in Russian and Chinese languages, give examples of using a new technology – mind-maps, offer in teaching Russian grammar to Chinese students a system of exercises based on different types of speech activity.
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Zhang, Yabing. "A BRIEF ANALYSIS OF TIME-PREPOSITIONS IN THE RUSSIAN LANGUAGE." Naukovy Visnyk of South Ukrainian National Pedagogical University named after K. D. Ushynsky: Linguistic Sciences 18, no. 28 (July 2019): 187–95. http://dx.doi.org/10.24195/2616-5317-2019-28-17.

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This article is devoted to the problem of using Russian time-prepositions by foreigners, especially by the Chinese. An analysis of modern literature allows the author to identify the main areas of the work aimed at foreign students’ development of the skills and abilities to correctly build the prepositional combinations and continuously improve the communication skills by means of the Russian language. In this paper, the time-prepositions in the Russian language have been analyzed in detail; some examples of polysemantic use of prepositions, their semantic and stylistic shades alongside with possible errors made by foreign students are presented. The results of the study are to help in developing a system of teaching Russian time-prepositions to a foreign language audience, taking into account their native language, on the basis of the systemic and functional, communicative and activity-centred basis. The role of Russian time-prepositions in constructing word combinations has been identified; the need for foreign students’ close attention to this secondary part of speech has been specified. It has been stated that prepositions are the most dynamic and open type of secondary language units within the quantitative and qualitative composition of which regular changes take place. The research substantiates the need that students should be aware of the function of time-preposition in speech; they are to get acquainted with the main time-prepositions and their meanings, to distinguish prepositions and other homonymous parts of speech as well as to learn stylistic shades of time-prepositions. Some recommendations related to the means of mastering time-prepositions have been given: to target speakers to assimilate modern literary norms and, therefore, to teach them how to choose and use them correctly by means of linguistic keys that are intended to fill the word with true meaning, to give it an organic structure, an inherent form and an easy combinability in the texts and oral speech.
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Malangwa, Pendo Salu. "Challenges of teaching Kiswahili polysems and homonyms through translation in foreign language classes." JULACE: Journal of the University of Namibia Language Centre 3, no. 1 (June 30, 2018): 10–22. http://dx.doi.org/10.32642/julace.v3i1.1372.

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In teaching a foreign language, certain language features (i.e. polysems and homonyms) are not introduced as issues or topics for discussion and therefore, they emerge as weeds in the discussion (Klepousniotou, 2002). When this occurs, instructors struggle to handle them differently. This article investigated the challenges of teaching Kiswahili polysems and homonyms through translation in foreign language classes. The data for this study was collected throughobservation and documentary review methods. Findings show that Kiswahili has a complex system of polysems than homonyms. It has been further observed that translation method alone may not be adequate in handling problematic issues such as polysems and homonyms. Since polysems and homonyms are characterized by multiple meanings, a combination of translation method and componential analysis (analysis of semantic features) works better. Lastly, instructors should teach them in context instead of treating them as isolated words and they should be introduced at the intermediate through advanced levels of foreign language proficiency.
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Yan, Liu, Tang Yingjuan, and Cai Jing. "The Comparative Study of Chinese Character Teaching between Chinese as First Language and Chinese as Second Language." American Journal of Educational Research 3, no. 1 (January 1, 2015): 1–4. http://dx.doi.org/10.12691/education-3-1-1.

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Mykhailivna Bogush, Alla, Tetiana Mykhailivna Korolova, and Oleksandra Volodymyrivna Popova. "A Comparative Analysis of English and Chinese Reading: Phonetics, Vocabulary and Grammar." Arab World English Journal, no. 3 (November 15, 2020): 255–81. http://dx.doi.org/10.24093/awej/elt3.22.

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The article covers the issues related to the development of reading skills of the students majoring/minoring in English and Chinese (as non-native languages). In the backdrop of linguistic differences between English and Chinese, this action research was conducted to investigate the components of the reading skills, which are to be developed within the Bachelor programs. The primary purpose of the article is to analyze the methodological background for teaching Ukrainian students to perceive information from authentic texts. The methods of induction and deduction enabled us to analyze and generalize the theoretical bases for the investigated topic, to systemize the results of the study (the reading tactics and strategies, classification of reading activities). The study was based on focused observation using the register as a tool for data collecting for two semesters each in three groups of third-year students at Ushynsky University. The total sample size was 54. The article presents an analysis of difficulties in reading English and Chinese texts: 1) phonological level – differences in sound pronunciation (English: /T/, /D/ /w/, /N/, /x/, etc.; Chinese: the alveolo-palatal consonants j, q, x; affricates zh, z; consonant r, etc.), the phonetic phenomena (English: nasal plosion, lateral plosion, loss of plosion, assimilation, reduction/elision, etc.; Chinese: tone, erization); 2) lexical level – conversion (in English) and transposition (in Chinese), homonymy, polysemy; 3) grammatical level – the division of lexicon into parts of speech, different word order in English and Chinese sentences, (non)segmentation of English and Chinese syntagms/clauses/compound sentences, use of tenses, etc. The article contains some recommendations for English and Chinese reading classrooms.
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Wimontham, Onsiri. "A Study on EFL Teaching Affecting Chinese Cultural Tourism." Theory and Practice in Language Studies 8, no. 8 (August 1, 2018): 1035. http://dx.doi.org/10.17507/tpls.0808.17.

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This research article is focused on presenting research studies related to English teaching as a foreign language in educational institutes; secondary and higher education levels in China so as to acquire whether there is weakness and strength or not. This research is conducted in Thailand and Beijing municipality, People’s Republic of China. The duration of research is 90 days; 80 days in Thailand and 10 days in People’s Republic of China. The sample size of 30 persons is chosen with the purposive sampling method. The research instruments consist of questionnaire, focus group interview and evaluating form from participatory. The researcher conducts analysis for both qualitative and quantitative data with a SWOT analysis technique; strengths, weaknesses, opportunities, and threats. The research was found that the summary of opinion of youths who live in Beijing towards the importance of using English to elevate and develop cultural and wisdom tourism, The summary of Chinese youths’ opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, secondary education level, The summary of level of Chinese youths opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, in a higher education level.
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Anggreani, Lydia, and Agustian Agustian. "A Brief Analysis of the Acrostic in Chinese Language in Teaching Chinese as a Foreign Language." Lingua Cultura 8, no. 1 (May 31, 2014): 48. http://dx.doi.org/10.21512/lc.v8i1.442.

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Acrostic is a special phenomenon of the modern Chinese language. It is a combination of lexical and syntactical that across “vocabulary” and “grammar” categories. The morphemes can be combined and can also be separated by various form changes depending on its development. Acrostic is always been a crucial part in teaching Chinese language to foreigners and less developed than other parts of the teaching. This study used quantitative method to analyze the problems associated with the acrostic in teaching Chinese to foreigners. Source of the data was learners’ exercise and assignment. The discussion in this article was viewed from the perspective of the outside-oriented teaching, grouped into 3 main sections. The first was in terms of the usability characteristics to the acrostic developments in the acrostic grammar study. The second, based on the results of the questionnaire regarding the use of acrostic, research analyzed students’ main mistakes and their causes. The third was to observe the condition of teaching acrostic. This research is expected to help teachers and learners of Mandarin understand and overcome the difficulties in learning acrostic.
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Kang, Chang-koo. "A Study on the Teaching Method of Team Teaching in the Liberal Chinese Language by using Chinese Instrustor." JOURNAL OF CHINESE HUMANITIES 73 (December 31, 2019): 97–123. http://dx.doi.org/10.35955/jch.2019.12.73.97.

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Kong, Li-Hua, Eun-Ju Kim, and Man-Ki Yang. "Study on the Team-teaching Model of Teaching Chinese as a Foreign Language : Research of the Teacher’s Spoken Language and Body Language during the Teaching of Chinese as a Foreign Language." Chinese Language Education and Research 1 (August 31, 2005): 43. http://dx.doi.org/10.24285/cler.2005.08.1.43.

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Dissertations / Theses on the topic "Chinese language – Homonyms – Study and teaching"

1

Lee, How-chung, and 李孝聰. "Creativity in Chinese language teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38296603.

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Xu, Li, and 徐莉. "IBMYP Chinese language A literature teaching process." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B4836924X.

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在國際文憑課程教學領域內，有關漢語A文學教學的研究剛剛起步。本研究探討中學項目九年級學生在文學教學過程中，初學文學評論的表現以及相關策略的運用。本研究以一所國際文憑組織成員學校中學項目九年級的學生為對象，通過問卷調查和小說單元的欣賞教學實驗及研究分析，發現： 1. 學生普遍具有閱讀文學作品的興趣，具備評價文學作品的意識。2. 文學教學促使一些學生突破以往閱讀思維的局限，視野更為開闊，更多關注作品所傳遞的更為豐富的文化信息以及作者駕馭作品的方式與技巧。3. 中文水準較弱和普通的一些學生，在文學評論的組織與表達方面尚有明顯不足。中文水準優秀的學生已經熟練掌握文學評論的寫作方法和技巧，能自如地聯係課外閱讀經驗，對不同作家作品進行比較、分析。據此結果，現時中學項目的漢語文學教學應該拓展閱讀面，增加知識積累，加強文學評論的寫作指引和訓練，為大學預科項目的文學學習做好銜接準備。 Little scholarship has been done regarding the teaching of “Language A Chinese" from the International Baccalaureate Organization (IBO). The present study focuses on the topic of Chinese Language A teaching to Grade 9 students, in particular, who are in the fourth year of MYP Language A. The study looks at student progress as they undertake this course as well as appropriate teaching strategies to maximize success. Drawing on Grade 9 students survey data from an IBO World School as well as the reseacher’s practical classroom experience, the major findings of this study are as follows: 1. Students are interested in reading literary works and enjoy evaluating literature. 2. The teaching of literature has prompted some students to pay more attention to cultural aspects of readings and has opened their mind to new ideas. 3. Lower- achieving Chinese Language students continue to have difficulties understanding the organization and expression of the literature commentary. In contrast, higher- achieving students have shown the ability to not only comprehend deeper organization and meaning in the literature, but they are also able to identify writing methods, and compare and analyze the work of different writers. Given the study findings, it is recommended that more MYP Chinese literature teaching should be focused on reading and writing in order to increase student knowledge and awareness, but also to strengthen their ability to succeed in the next stages of their schooling.
published_or_final_version
Education
Master
Master of Education
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3

Ou, Yingzhe, and 区颖哲. "Teaching Chinese as a second language through video." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368714.

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在科技发展的引导下，现今不少学校或者教育机构都提倡把多媒体引入课堂，而视像教学也在多媒体教学的范畴当中。目前对于多媒体应用于课堂的问题研究已有不少，但是多集中在需要图解分析的科目范畴，在语言教学研究方面相对较少，而在第二语言教学领域中又以英文作为第二语言教学的课题研究占多数。本研究旨在探讨在中文作为第二语言教学中，视像教学否能够有助于学生提高学习成效，同时又能达到活跃课堂，提高学习动机的目的。本研究通过借鉴已有的关于多媒体应用于教学或语言习得方面的相关文献，结合笔者所在实习学校的实验，透过课堂数据收集、对比分析法、问卷法、访谈法、观课等方法对课题进行分析论证，从而得出以下结论：1.学生在不同学习能力要求下的学习成效不一致，记忆型题目比能力型题目的学习成效要好，而两者与学生的先备知识相关性均不显著；2.视像教学中记忆型题目比非视像教学的记忆型题目成效要差，而两者在能力型题目中的成效差异不显著；3.视像教学能够有效提高学生的学习动机及课堂的集中度。 Under the guidance of scientific development, many schools and education institutions are currently encouraging the introduction of multimedia into the classrooms, with video teaching as one of the methods under multimedia teaching. There have been a lot of researches on the multimedia application into classroom, but most of them focused more on the subjects which need graphic analysis but the language teaching relatively. While the research on the Teaching English as a Second Language mostly account for the research in this field, this study aims to explore whether the video teaching could be helpful to improve students’ learning effects in Teaching Chinese as a second language, as well as enlivening the classroom and improving students’ learning motivation. Using some related literature review about the multimedia application into language teaching or acquisition for references, the author has designed an appropriate experiment fit for the teaching-practicum school, then adopted some methods such as data collection, comparing analysis, questionnaire, interview and class observation to proceed the analysis and demonstration and finally drew a conclusion as follows: 1. Students has different effects under different capability requirements, additionally, they performed better in memory-oriented tests than capability-oriented tests, both of whom have no significant co-relation with prior knowledge; 2.The effect of memory-oriented test in video teaching is worse than that in non-video teaching, but both in the capability-oriented tests have no significant effects; 3.Video teaching can improve students’ learning motivation and concentration in class effectively.
published_or_final_version
Education
Master
Master of Education
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4

Mak, Ting-fung Martin, and 麥庭峰. "A case study : task-based language teaching in a Chinese foreign language context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209655.

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This project mainly looks at the teachers’ and students’ views on ‘Task-based Language Teaching’ (TBLT) in a context of learning Chinese as a foreign language. This project first discusses the three pedagogical characteristics of TBLT – ‘meaning-focused’, ‘reinforcement’ and ‘flexibility’. It then discusses the limitations of previous literature on how TBLT can motivate students to learn Chinese as a foreign language. To feedback the current curriculum for teachers to carry out TBLT and to enrich the literature in this field, feedback from the users (i.e. teachers and students) was collected through systematic and methodical research methods. At the end of the research, two theoretical frameworks to evaluate TBLT design and how far it can motivate students are constructed in this project.
published_or_final_version
Education
Master
Master of Education
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Cen, Zhiyu, and 岑知宇. "Chinese heritage language teaching for return migrants inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50177345.

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Over the last decade, a significant number of overseas Chinese including Hong Kong emigrants have returned to Hong Kong. Many returnees, especially those who learnt Chinese as a heritage language, often encounter various language difficulties upon their return mainly due to their incompletely acquired version of the Chinese language. However, there is little research on the Chinese language learning and teaching for this special community, which is inherently different from native Chinese learners or second-language learners. This work explores various pioneering ways to develop returnees’ greater fluency in the Chinese language and especially to improve their practical literacy skills. We intend to evaluate and further develop their awareness of the orthographic principles operating in Chinese characters. We believe that this is a key step to help Chinese returnees quickly integrate themselves to the local society.
published_or_final_version
Education
Master
Master of Education
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Lin, Li-ching. "Teaching English Grapheme-Phoneme Correspondences to Chinese Students." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5027.

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This study investigates whether or not instruction of English graphophonic correspondences, i.e., the link between letters and sounds, will help Chinese students in learning English vocabulary. Following other related research, I assume that Chinese students can benefit from instruction of English grapheme-phoneme correspondences in learning English words. If this assumption is true, there should be a statistically significant difference between students who have instruction of English graphophonic correspondences for learning English words and students who do not. 1. Chinese students who have been given lessons in both pronunciation and grapheme-phoneme correspondences will recall more English words on a short-term vocabulary test immediately after a vocabulary learning session than will the students who have been given only the lessons in pronunciation. 2. Chinese students who have been given lessons in both pronunciation and grapheme-phoneme correspondences will also recall more English words on a long-term vocabulary test two weeks after a vocabulary learning session than will the students who have been given ~ the lessons in pronunciation. Two groups of students who are in their second year of a junior college in Taiwan participated in this study. The control group was given the normal English course and pronunciation course which did not include the instruction of any letter-sound relationships. The experimental group was given not only the normal English course and pronunciation practice but also instruction in English graphophonic correspondences. This research examined whether or not the students given explicit instruction in English graphophonic correspondences had better performance on both short-term and long-term vocabulary recall tests after the special instruction. The experimental group recalled more words on both short-term and long-term vocabulary recall tests. Moreover, they behaved differently across time depending on which group they were in: The experimental group's performance continued to progress over time while the control group's performance fluctuated across time. The data collected during the experiment support both hypotheses.
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Huang, Kaisheng, and 黄开胜. "A corpus study of Chinese EFL majors' phraseological performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208033.

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Huang, Jingzi. "Classroom language activities in a Chinese as a foreign language class of young beginners." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30742.

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The present study is a qualitative one concerning classroom language activities in a foreign language classroom. Studies in language education have in recent years focused on the integration of language and content as one possible way to benefit the students both linguistically and cognitively. Among the research efforts on a content-based approach., Mohan's (1986) Knowledge Framework (KF) provides a systematic way to organize classroom activities combining language and content. However, it is believed by some people that a content-based approach can only apply to learners above the beginning level and that beginners' language classes should be organized solely around language categories. The present study attempts to investigate the feasibility of adopting a content-based approach in a regular Chinese as a foreign language class for young beginners by examining the on-going process of classroom language activities organized around Mohan's KF. The empirical evidence provided by the study indicates that it is feasible to apply a content-based approach in teaching a foreign language to young beginners in normal classroom situations: (1) By engaging in activities organized around the KF, the students in the study used Chinese (though in combination with English) in their interactions, seemed to understand the topics or content of the activities they were engaged in, were involved in certain thinking processes, and represented knowledge structures with graphics; (2) The study shows that classroom activities on a chosen topic can lead to the systematic use of features of language by foreign language students at the beginning level, in the ways indicated by the KF analysis of the topic. In providing an analytical description of the on-going process of classroom language activities around the KF, how the KF was adopted, and how the teacher and the students worked with the KF, the study further supports the argument empirically that the principles underlying the KF apply not only to learners above the beginning level, but also to learners who are beginners; not only to second language learners, but also to foreign language learners. On the basis of the study, suggestions on program improvement and recommendations for further research are considered.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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9

Wong, Wing-yee, and 黃詠宜. "Understanding language teacher's culturally responsive teaching self-efficacy and its enhancement through learning study in Chinese reading with young Chinese language learners." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206756.

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This dissertation consists of two studies which addressed the issue of teaching young Chinese Language Learners (CLLs) to learn Chinese and their language teacher’s culturally responsive teaching self-efficacy. Young CLLs in Hong Kong mainly came from ethnic minorities of South Asia, the differences between language systems and complicated home languages imposed challenges on their Chinese learning. Frontline Chinese language teachers often encounter difficulties in teaching due to inadequate training about the learning needs of young CLLs and effective pedagogies. Teacher’s self-efficacy has a significant impact on students’ academic performance and engagement of students from diverse background. In order to facilitate both learning and teaching of Chinese as a second language (L2), this study explored teacher’s culturally responsive teaching self-efficacy (CRTSE) through a mixed methods research. Study I addressed this issue by developing and validating the Chinese Culturally Responsive Teaching Self-Efficacy (CRTSE) Scale for the language teachers teaching Chinese as a L2 in Hong Kong. A total number of 128 Chinese language teachers were recruited for the validation of scale. Through the Exploratory Factor Analysis, a 5-factor solution with Varimax Rotation was adopted with consent by the expert panel. The 5-factor structure of the scale included Teaching to accommodate diversity, Awareness of cultural difference, Development of positive and trusting relationship, Communication with parents and School-based curriculum development. The study will shed light on the in-depth investigation on teacher’s enhancement of CRTSE in Study II. Quantitative analysis on scores obtained from 166 Chinese language teachers revealed the current phenomenon faced by frontline teachers in Hong Kong. As captured by the scale, teachers scored the lowest on Factor 2, Awareness of cultural difference (Mean= 48.98; S.D.=18.87), and the highest on Factor 3, Development of positive and trusting relationship (Mean= 68.90; S.D.=11.90). The mean of total score among participants in the study (Mean=63.78; S.D.=11.69) was found to be lower than that obtained in Siwatu’s study (Mean=84.05; S.D.=8.55) in 2007. In Study II, teacher’s development and enhancement on the CRTSE were explored through Learning Study which is a classroom-based research using the phenomenographic approach and the Variation Theory. Measured by the Chinese CRTSE Scale and the Structured Test, both teachers and young CLLs showed improvement on their teaching and learning after the Learning Study. Qualitative analysis revealed how Variation Theory facilitated teacher’s development of effective pedagogies with variations in language and culture. The mastery and vicarious experience facilitated teacher’s development of awareness and accommodation of teaching towards cultural diversity. The collaborative nature of Learning Study also fostered teacher’s self-reflection and assimilation of cultural diversity into the school-based curriculum. How teacher’s development of awareness, accommodation and assimilation towards cultural diversity nurtured through the two years made contribution to their development of cultural responsiveness were examined. This study is a pioneering research on the enhancement of teacher’s CRTSE through Learning Study. Learning Study is proven a powerful intervention enhancing both learning and teaching of Chinese as a L2. This professional development model could make an impact on culturally diverse classrooms.
published_or_final_version
Education
Doctoral
Doctor of Philosophy
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10

Ngan, Yuen-pik, and 顏婉璧. "Putonghua as a medium of instruction in teaching Chinese language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040227.

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Books on the topic "Chinese language – Homonyms – Study and teaching"

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The essential Chinese language teaching sourcebook. New York: China Sprout, 2009.

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Ren, Guoping. Teaching Chinese the American way. Paramus, N.J: Homa & Sekey Books, 2012.

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Ren, Guoping. Teaching Chinese the American way. Paramus, N.J: Homa & Sekey Books, 2012.

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McNicoll, Louiselle. Les homophones: Problèmes et solutions. Sherbrooke, Québec, Canada: Editions Naaman, 1985.

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Fang, You Ren Dong. Body language. Hong Kong: Zhinengjiaoyu, 2004.

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Chinese idioms. Union City, Calif: Heian, 1987.

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Teaching and learning Chinese: Issues and perspectives. Charlotte, N.C: Information Age Pub., Inc., 2010.

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Picture Chinese: Art as language = Zhongguo wen zi. South San Fransisco, CA: Long River Press, 2006.

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Education, United States Department of. NFLC guide for basic Chinese language programs. 2nd ed. Columbus, Ohio: Ohio State University, National East Asian Languages Resource Center, 2006.

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United States. Department of Education. NFLC guide for basic Chinese language programs. 2nd ed. Columbus, Ohio: Ohio State University, National East Asian Languages Resource Center, 2006.

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Book chapters on the topic "Chinese language – Homonyms – Study and teaching"

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Chin, Chee Kuen, Cheng Gong, and Boon Pei Tay. "Chinese Language Teaching Paradigm: Case Study." In Teaching Chinese Language in Singapore, 37–49. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8860-5_3.

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Bączkowska, Anna. "Framing the Conceptualization of Obesity in Online Chinese and British Quality Newspapers: A Corpus-Assisted Study." In Second Language Learning and Teaching, 129–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42734-4_8.

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Qian, Zhiying, and Susan Garnsey. "An ERP study of the processing of Mandarin classifiers." In Integrating Chinese Linguistic Research and Language Teaching and Learning, 59–80. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/scld.7.04qia.

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Zhang, Zheng-sheng. "A multi-dimensional corpus study of mixed compounds in Chinese." In Integrating Chinese Linguistic Research and Language Teaching and Learning, 215–38. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/scld.7.11zha.

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Han, ZhaoHong, and Joo-oeck Maeng. "4. Task-based Language Teaching of Chinese in a Study Abroad Context: A Learner Perspective." In Studies in Second Language Acquisition of Chinese, edited by ZhaoHong Han, 80–102. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092093-006.

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Wang, Danping. "The Use of English as a Lingua Franca in Teaching Chinese as a Foreign Language: A Case Study of Native Chinese Teachers in Beijing." In Language Alternation, Language Choice and Language Encounter in International Tertiary Education, 161–77. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6476-7_8.

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Tsung, Linda, and Penny Wang Hooper. "Maximising Language Socialization and Learning Strategies Through Study Abroad in China." In Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language, 77–95. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-772-7_5.

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Du, Weihua, and Zhongli Hu. "A Study on the Attitude and Practice of Chinese Teachers and Students Towards VR Teaching for Foreign Language Learning." In Advances in Intelligent Systems and Computing, 728–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68017-6_108.

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"Teaching Chinese in Australia: A Case Study." In Language Education in the School Curriculum, 181–98. Bloomsbury Publishing Plc, 2020. http://dx.doi.org/10.5040/9781350069497.ch-009.

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Kong, Kaishan. "Learning Chinese." In Study Abroad Contexts for Enhanced Foreign Language Learning, 44–69. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3814-1.ch003.

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Abstract:
Both ACTFL standards and the world-readiness standards for learning languages include five aspects in foreign language education, among which are connections and comparisons. While many instructors consider these two aspects as means of effective instruction, in this chapter, connections and comparisons are studied as learning strategies that four American students adopted to apply in their study abroad contexts in China. Despite the different focus of their study abroad programs, this chapter discusses a variety of examples where the participants made connections and comparisons to enhance their language and culture learning. Findings reveal that connections and comparisons were not only fostering language learning but also developing cultural knowledge. Results provide implications to foreign language educators related to teaching and preparing students for study abroad experience.
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Conference papers on the topic "Chinese language – Homonyms – Study and teaching"

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Wu, Kunhu. "The Study of Quantifiers in Teaching Chinese as a Foreign Language." In Proceedings of the 2017 5th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ieesasm-17.2018.38.

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Cai, Wu. "The Study of Teaching Chinese as a Second Language Based on Mobile Assisted Language Learning." In 6th International Conference on Electronic, Mechanical, Information and Management Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emim-16.2016.121.

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Pan, Lin. "Study on the Connection of Chinese Literature History Course and Chinese Teaching in Middle School." In 7th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.309.

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Miao, Shou-yan. "A Study on the Application of the Chinese characters in teaching Chinese as a foreign language." In 3d International Conference on Applied Social Science Research (ICASSR 2015). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icassr-15.2016.198.

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Jin, Yashu. "Study on the Teaching of Chinese Classics Reading and Chinese Writing in Schools for Nationalities." In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.084.

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Tang, Li-hua. "A Study of Current Situation of Negotiated Teaching in Chinese Foreign Language Classroom." In 2018 International Seminar on Education Research and Social Science (ISERSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iserss-18.2018.12.

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Xu, Hui. "Study on the Teaching Methods of Commonly Used Modal Particles in Teaching Chinese as a Foreign Language." In Proceedings of the 2018 6th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ieesasm-18.2019.57.

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LI, Mengke. "A Case Study about Accuracy and Fluency in Teaching Chinese as a Second Language." In 2016 2nd International Conference on Social Science and Technology Education (ICSSTE 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsste-16.2016.139.

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Li, Wenjing. "Study on the Teaching Chinese as A Foreign Language from Cultural Perspective of Sinology." In 2016 International Conference on Economics, Social Science, Arts, Education and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/essaeme-16.2016.137.

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Wang, You. "A Contrastive Study on Chinese and English Idioms and the Teaching Methods of Their Translation." In 2nd International Conference on Language, Art and Cultural Exchange (ICLACE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210609.029.

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