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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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Bode Ekundayo, Omowumi Steve. "The Implications of Orthographic Intraference for the Teaching and Description of ESL: The Educated Nigerian English Examples." GiST Education and Learning Research Journal, no. 10 (June 20, 2015): 128–48. http://dx.doi.org/10.26817/16925777.271.
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This paper examines orthographic intraference and its implications for teaching and describing English as a second language (ESL). Orthographic intraference is used here to denote instances of single word spelling, acronyms, mix up of homophones, homonyms and compound word spelling arising not from interference but from orthographic rules and features of the English language. The paper is based on the concept of intraference and examples were gathered from Nigerian English, the educated variety, from 2005 to 2013 with questionnaires and recording of spontaneous speeches and from secondary sources. The study established that orthographic intraference cases are widespread and common in Educated Nigerian English. Consequently, the paper proposes that teachers of ESL identify, teach and drill learners on them to make learners internalize the generally accepted standard forms.
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Sirisuwilai, Watcharapon. "CLT in Chines Major’s Comprehensive Chinese Course – A case study of Khon Kaen University, Thailand." European Journal of Social Science Education and Research 5, no. 2 (August 1, 2018): 175–78. http://dx.doi.org/10.2478/ejser-2018-0045.
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Abstract Nowadays Chinese language is become one of the most important foreign language in Thailand reflexing by the growing popularity of the Chinese language. Traditional Chinese language teaching cause the lack of high communicative competence. Therefore, the study preliminarily attempt to combine the theory of Communicative Language Teaching with Comprehensive Chinese teaching so as to search for a feasible and effective instruction which conforms to the teaching features of comprehensive Chinese course in Khon Kaen University. After Pre-test and Post-test and compared by SPSS (T-Test sig (2-tailed) = 0.00<0.05), the result show that in Listening skill the difference is significant (sig. (2-tailed) = 0.01), Speaking skill the different is significant (sig. (2-tailed) = 0.00), Writing skill the different is significant (sig. (2-tailed) = 0.03), only Reading skill which the difference is no significant(sig. (2-tailed) = 0.324). As a result after a semester using Communicative Language Teaching method in comprehensive Chinese course for Chinese major student in Khon Kaen University, CLT effectively improve student Chinese language achievement and help them to improve their Chinese listening, speaking and writing skill. Moreover, this teaching method is highly recognized by students. This verified the important and necessity of communicative language teaching method to improve Chinese major student Chinese communicative competence.
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Song, Jie, and Lin Bai. "A Study of Chinese Culture Aphasia in College English Teaching in China." Journal of Language Teaching and Research 9, no. 2 (March 1, 2018): 309. http://dx.doi.org/10.17507/jltr.0902.12.
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The relationship between language and culture make culture teaching enter into FLE that cultural understanding of the target language is indispensable. But much emphasis on western culture led to Chinese culture aphasia among Chinese English learners. Consequently, an investigation is conducted in this paper to check whether the phenomenon exists; and if so, to test the extent, reasons and feasible solutions of students’ aphasia of Chinese culture. The results demonstrate the tested college students master the Chinese culture well, but have difficulties in translating them into English and some college English teachers are not proficient in translating sentences containing Chinese culture into English. Chinese Culture Aphasia is due mainly to lacking of Chinese culture in college English teaching class. Based on analyzing results of the investigation and summarizing scholars’ teaching strategies, the author claims the incorporation of Chinese culture into college English teaching adhering to certain principles, effective teaching strategies including preparing reasonable syllabus and improving teachers’ comprehensive qualities.
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Sun, Kun. "Teaching English-Chinese textual translation strategies." Babel. Revue internationale de la traduction / International Journal of Translation 65, no. 2 (June 21, 2019): 286–315. http://dx.doi.org/10.1075/babel.00097.sun.
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Abstract The topic-chain is a typical characteristic used to distinguish Chinese discourse from other languages, such as English. By studying how to make use of the topic-chain, one learns how to decipher English into natural and idiomatic Chinese translation. The idea of using topic-chains to explore English-Chinese (E-C) textual translation is relatively new to translation studies. As such, this paper provides a detailed account of cross-linguistic differences between English and Chinese, with regard to the topic-chain, as well as the differences between the topic-chain model and the approach of thematic progression theory. This study, based on contrastive analysis, constructs a model consisting of specific procedures that are simple and easy to use, thereby making English-Chinese textual translation a more manageable process. Use of topic-chain strategies will promote the efficiency and quality of E-C translation, and allow for Chinese translated text to be more idiomatic. This paper provides an overview of effective textual translation strategies that are useful both for translators and the field of translation studies as a whole. It addresses how to teach translation effectively to students, providing practical theory and practice for pedagogical instruction. Meanwhile, an experiment conducted provides the evidence that topic-chain for pedagogical instruction is significantly valid. The pedagogical design of these strategies emphasizes the training of students’ textual awareness and targets language-sensitive awareness. It is assumed that didactics can help students gain bilingual competence and strengthen their core transfer competence. This study, therefore, is significant not only in exploring the benefits and uses of textual translation studies, but has practical value when applied directly to translation learning and teaching.
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Zhong, Yong, and Francis R. Low. "Multiple instructions in communicative language teaching." Australian Review of Applied Linguistics. Series S 12 (January 1, 1995): 250–67. http://dx.doi.org/10.1075/aralss.12.15zho.
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Abstract Chinese language teaching in Australia is characterised by the communicative approach emphasising interactive activities like role-plays. However, we observed that communicative learning is not always practised to the desired extent. Based on Strauss and Corbin’s (1990) grounded theory model of qualitative research methodology, an investigation involving seventeen upper level students at the University of New South Wales (UNSW) was undertaken to identify obstacles impeding communicative learning. One of the major problems identified in the present study is the use of multiple instructions by some Chinese language instructors and Chinese text-books which contradicts the philosophy of communicative teaching. The themes arising from the data analysis formed the frame of the present article which discusses types of problem instructions, their effects on students trying to complete communicative activities and students’ management of them. The study concludes with a suggestion that multiple instructions be improved in structure and delivery mode in order to make language learning more achievable.
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박애양. "A Study on Appointment of Teaching Item in Chinese Language Culture." China Studies 43, no. ll (June 2008): 81–99. http://dx.doi.org/10.18077/chss.2008.43..005.
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程, 程. "Study of Cultural Introduction to Teaching Chinese as a Foreign Language." Modern Linguistics 07, no. 01 (2019): 7–14. http://dx.doi.org/10.12677/ml.2019.71002.
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Chen, Qi. "Dante in the Chinese context: Translation, study and teaching." Forum Italicum: A Journal of Italian Studies 55, no. 2 (June 24, 2021): 653–86. http://dx.doi.org/10.1177/00145858211022558.
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The rise and revival of Dante since his introduction into China over a century ago has been a complex process, marked by two highpoints: the first in the 1920s and 30 s, with early interest in Dante’s significance as an historical figure and translation of his works into Chinese; and the second, a reprise of his work in the post-Mao reform period from the 1990s on, with the advent of serious translation projects and literary analysis from a Chinese perspective. This article examines the translation, research, and teaching of Dante and his works in China during two periods, 1880–1978 and 1979–2020, and provides a window into how Dante has been read and understood in China since the introduction of his oeuvre.
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Tan, Zhuxiu. "Task-based Language Teaching in Chinese EFL Context." International Journal for Innovation Education and Research 4, no. 4 (April 30, 2016): 21–33. http://dx.doi.org/10.31686/ijier.vol4.iss4.528.
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The attitudes and perceptions on Task-Based Language Teaching (TBLT) have recently received sustained academic attention. But most of these studies were done from teachers’ perspective. Despite learners’ central role and the great influence their attitudes and perceptions can have on their learning results in TBLT class, learners' attitudes and perceptions about TBLT have not received the due attention. LLittle has been done to investigate how language learners respond to TBLT in this respect, which is especially true in China. This paper aims to explore the attitudes and perceptions among a group of English as foreign language (EFL) learners in China. A sample of 166 learners at the tertiary level participated in the study. A task-based questionnaire was introduced to examine the attitudes and perceptions of these participants. The data were analyzed quantitatively and qualitatively. The results suggested a high level of understanding about task and TBLT properties among the majority of respondents. They generally hold positive attitudes and perceptions towards TBLT and therefore, most of the learners like to carry out TBLT in their English class teaching. Some important problems revealed by the findings are discussed and implications also offered.
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Zhang, Yuqi, Xiujuan Han, Qingping Hu, and Fei Song. "Research on the Construction of Chinese Song Hierarchical Database Oriented to Chinese Teaching." Theory and Practice in Language Studies 10, no. 7 (July 1, 2020): 819. http://dx.doi.org/10.17507/tpls.1007.14.
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As a critical auxiliary method in teaching Chinese as a foreign language, Chinese songs have the characteristics of a strong sense of rhythm, extensive vocabulary, and rich cultural knowledge. Previous studies have mostly discussed the use of Chinese songs in Chinese teaching from the perspective of teaching methods, teaching experiment design and textbooks. There is no specific research on the construction of a database of Chinese song ratings for Chinese learners of different levels. Based on Internet resources, this study collected 9098 Chinese song lyrics and built a database. Based on the analysis of the characteristic data in the database and the method of building a vector space model, four songs of different difficulty levels were divided, which was respectively targeted at Chinese learners of different levels. This research can reduce Chinese teachers 'lesson preparation time and improve teachers' teaching efficiency.
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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 (December 9, 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, interviews and pre- and posttests.FindingsResults identified a significant difference between the incremental scores of students' reading comprehension in the experimental group and control group. The findings from the lesson observation showed that metacognitive teaching strategies in Chinese language developed students' reading comprehension. Moreover, PDCA cycles of lesson study helped the teachers improve metacognitive teaching strategies.Originality/valueFew studies have been conducted to validate metacognitive teaching through lesson study in the context of China schools, and this study contributes to a new research dimension of lesson study on developing pedagogical practices to improve student learning outcomes.
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Miao, Yan. "The Comparative Study of Chinese and English Kinship Terms." Theory and Practice in Language Studies 9, no. 2 (February 1, 2019): 212. http://dx.doi.org/10.17507/tpls.0902.11.
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Kinship terms were an important part in communication, existing in all countries in the world. With the development of cultural exchange, the comparison and analysis between Chinese and English kinship terms becomes more vital and necessary. The author will put forward some suggestions about Chinese kinship terms teaching for international students based on comparison and analysis between the two language systems. This paper will be divided into five parts. Firstly, the author will introduce the concept, content, present situation, research methods and significance of kinship terms. Secondly, the author will pay attention to point out their features and classification. Thirdly, the author will describe their similarities and differences. Fourthly, the author will put forward some suggestions about Chinese teaching for foreigners. Finally, the author will make a summary and point out the limitation in the paper.
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Burdușel, Eva-Nicoleta, Song Shaofeng, and Li Caiyue. "Intercultural Communication in Teaching Chinese to European Students." Management of Sustainable Development 7, no. 2 (December 1, 2015): 39–41. http://dx.doi.org/10.1515/msd-2015-0029.
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Abstract The major goal of the present study is to highlight to tight connection and interdependency between language and culture from both theoretical and applied perspectives, with special focus on the reciprocal influence and impact on teaching Chinese language and literature to foreign students, particularly in the European context. Famous scholars have wisely noted the sine-quanon relation of society, culture, history, geography and language evinced in the process of communication, at large, and most notably in translation, literary studies and language learning, which are complex processes requiring a thorough and conscious immersion in the context of the language. The paper also includes a case study on teaching Chinese language and culture to foreign students.
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Li, Xiangning. "Textbook Digitization: A Case Study of English Textbooks in China." English Language Teaching 14, no. 4 (March 19, 2021): 34. http://dx.doi.org/10.5539/elt.v14n4p34.
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The continuous promotion of e-teaching materials in the international education community prompted the Chinese government to incorporate the use of e-teaching materials in its educational system in 2010. This article introduces the different definitions of e-teaching materials in Chinese and international academia, analyzes the benefits and shortcomings of e-teaching materials by using the 2019 version of the English textbook for high school from The People’s Education Press. The study employs content analysis to provide an in-depth interpretation of how task setting in three textbooks reflects an inclination towards e-teaching materials from four aspects: listening, speaking, reading, and writing. Randomly selected units in three textbooks are used to discuss how digital elements contribute to the textbooks and to the emergence of the e-learning trend. Although China’s textbooks are not fully digitalized, a variety of teaching contexts, resources, and content connotations that appear in existing textbooks indicate that e-learning is now an essential element in Chinese English-learning textbooks.
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Zhang, Liulin, and Song Jiang. "A Cognitive Linguistics Approach to Chinese Classifier Teaching: An Experimental Study." Journal of Language Teaching and Research 7, no. 3 (May 1, 2016): 467. http://dx.doi.org/10.17507/jltr.0703.05.
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Chinese is commonly recognized as a classifier language with an obligatory classifier for any noun with numeral. Based on the fact that in almost all Chinese textbooks the usage of classifiers is introduced by a set of mechanical rules combining a few isolated examples, most students without classifier language background need to learn by rote memorization. This traditional approach overlooks the polysemous properties of Chinese classifiers that the functions of an individual classifier are normally related to a central sense, and the extension of meanings and functions is usually highly motivated. According to the cognitive linguistics approach (CL approach) to language instruction, presenting students with the central sense as well as the motivation underlying meaning extension facilitates students’ initial learning, long-term retention, as well as identification of unfamiliar uses of polysemy. Taking the Chinese classifier 道dao as an example, the present study focuses on the effect of CL approach in the Chinese classifier learning of advanced level Chinese learners with English as their first language. Participants were assigned to two groups and received different instructions. The result shows a statistically significant effect, but the benefit of CL approach lies mainly in the ability to identify uninstructed extended uses.
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Kim, Olha, Stanislav Naumenko, Nataliia Rudaya, Nataliia Siekina, and Kateryna Zhukova. "TEACHING CHINESE PHONETICS TO NON-PHILOLOGY STUDENTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 450. http://dx.doi.org/10.17770/sie2020vol5.4979.
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China has been promoting the project of the “New Silk Road” (NSR) not just as a revival of the ancient trade road or a transport route between East and West. On a larger scale it is the redesigning of the entire commercial and economic model of the Middle East and Central Asia. Thus we have no time to wait until all the people involved in the project will graduate from the universities’ foreign language departments. We are well aware that we need short term language programs intended for non-philologist learners. One of the aspects that is compulsory for the beginner is the phonetics of the Chinese language. The article discusses the basic modern requirements for the content and form of teaching the phonetics of the Chinese language. The methods like synthesis, comparative analysis and literature review were used to outline the requirements for teaching phonetics of the Chinese language in short term language programs and in higher education. As a result of the study the textbook aimed at forming the correct pronunciation for beginners is introduced. While compiling the textbook the descriptive method and the method of comparison were used.
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Chen, Chen. "A Study on Positive Transfer of Native Language and Second Language Teaching Methods." Theory and Practice in Language Studies 10, no. 3 (March 1, 2020): 306. http://dx.doi.org/10.17507/tpls.1003.06.
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Native language is one of the important factors that affect second language acquisition (SLA). However, compared with the heated discussion about the negative transfer of native language, the positive transfer of native language lacks due attention. Taking Chinese and English as a case study, this paper first reveals the similarities between the two languages, then discusses the positive effects of native language on SLA, and finally explores English teaching methods so as to promote the positive transfer of native language and reduce the negative transfer.
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Liu, Yuying, and Tao Xiong. "Situated Task-based Language Teaching in Chinese Colleges: Teacher Education." English Language Teaching 9, no. 5 (April 5, 2016): 22. http://dx.doi.org/10.5539/elt.v9n5p22.
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<p>This study investigated college EFL teachers’ attitudes toward task-based language teaching (TBLT), regarding their familiarity with the idea of TBLT, their actual use of TBLT, and contextual factors that impede the implementation of TBLT in the higher education context in China. The study described here is a questionnaire survey with 26 valid responses. Results of this study are derived from discussion concerned with qualitative and quantitative data. The findings in the study show that though there are constraints from various aspects (including, the teaching materials, large class size etc.) for the successful implementation of TBLT, TBLT as a communicative teaching approach received very positive feedback from teachers. The majority of the teachers in this study hold positive views towards TBLT even though they have a low-level understanding of principles and practices of TBLT. The results addressed the issues existed in the pre-service and in-service training of Chinese EFL teachers. This study also highlighted the need for the Chinese ELT teachers to further develop their professional skills in terms of their competence to deal with large class size teaching, material development and English proficiency. Based on the findings, suggestions for teacher education and further development were made. This research is intended to yield informative insights regarding sustainable curriculum change management, policy implementation and professional development of English teachers in the Chinese EFL context.</p>
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Wei, Qianqian. "Chinese Culture Teaching For English Majors—A Case Study of Sun Tzu Culture." Theory and Practice in Language Studies 7, no. 3 (March 1, 2017): 209. http://dx.doi.org/10.17507/tpls.0703.07.
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It is universally admitted that English majors should learn about English culture and the teaching of Chinese culture has been neglected for a long time. The consequence is serious—as Chinese and English majors, most students cannot fluently express their own culture in English. Taking an essential part of Chinese culture—Sun Tzu culture as an example, the paper makes a research on the problem and suggests that joined efforts should be made in five aspects: the syllabus, the examination, the teaching, teachers and students.
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Hao, Chun Yan. "Study on Application for Multimedia Curriculum Resources in Chinese Language and Literature." Advanced Materials Research 971-973 (June 2014): 2645–48. http://dx.doi.org/10.4028/www.scientific.net/amr.971-973.2645.
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The significance of research on media curriculum resources and language teaching that use the development and utilization of medium curriculum in language teaching as a clue to offer method and experience of media curriculums which are developed by teachers. Meanwhile, it helps the majority teachers to establish the concept of resource development, the various forms of curriculum resources are developed positively and utilized rationally. Improve the media literacy of young people, strengthen and promote the positive effects and reduce the negative effects of media on them are also the purpose and task of school education. The contents of media are introduced in the language teaching which could make the language class more plentiful and vibrant. It helps and guides young people to use media fully, recognize media clearly and resist the negative effects of media consequently improve the language literacy and media literacy of students so that they could grow up healthily.
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Kralina, E. D. "Game Methods of Teaching Chinese Language to University Students." Prepodavatel XXI vek, no. 2, 2020 (2020): 137–47. http://dx.doi.org/10.31862/2073-9613-2020-2-137-147.
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Game-based learning methods or gamification is an important direction in the study of foreign languages. The article considers the reasons for the emergence of such approach as a response to the peculiarities of behavioral patterns in modern society, its advantages for both, teachers and students, as well as ways to implement the game-learning method in existing Chinese language programs. The article also gives examples of various promising game mechanics that can be integrated into the learning process. These examples include the use of ready-made free solutions, basic tools of social interaction, as well as the creation of own mechanics using available Internet resources. From the materials of foreign textbooks the most relevant ways of learning in a game form were selected. Options are offered to combine several tools in an integrated approach for greater involvement of students in the learning process, stimulating independent language learning, creating a competitive environment within the group of students learning the language. The ways to encourage students are also considered to implement a closed cyclic system of gamification. The purpose of this article is to find new ways to improve the efficiency of learning Chinese.
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Huang, Fang, Timothy Teo, and Jiayi Guo. "Understanding English teachers’ non-volitional use of online teaching: A Chinese study." System 101 (October 2021): 102574. http://dx.doi.org/10.1016/j.system.2021.102574.
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Lu, Xiuchuan, Xiao Zou, and Jian Tao. "Spanish language teachers’ pedagogical beliefs in Chinese universities." Círculo de Lingüística Aplicada a la Comunicación 84 (October 7, 2020): 41–53. http://dx.doi.org/10.5209/clac.71994.
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Understanding teachers’ beliefs is critical to improving educational practice. There is a significant need for research on foreign language teachers’ pedagogical beliefs, as these can exert an influence on students’ learning outcomes. This study draws on Kember’s (1997) theorization of teaching beliefs to explore the beliefs of Spanish language teachers regarding their pedagogy in Chinese universities. Twenty teachers from the Spanish departments in eight Chinese universities were recruited as participants, and a Q-methodology analysis with supplementary interview data identified three types of pedagogical beliefs: “integrated capacity-building”, “ELE learning outcome-focused”, and “social interaction-focused”. The findings suggest that ELE teachers in China no longer subscribe to the traditional teaching methodology which places themselves at the class center, and have instead progressed along a continuum from teacher-centeredness to student-centeredness. With a novel focus on Spanish teachers’ beliefs in Chinese universities, this study provides insights into the teaching of languages other than English (LOTEs) in China, and helps to expand the methodological repertoire in the field of linguistic research.
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Lu, Yanmei. "A Diachronic Study on Chinese Resultative Construction of Second Language Learners." Theory and Practice in Language Studies 9, no. 7 (July 1, 2019): 816. http://dx.doi.org/10.17507/tpls.0907.10.
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Resultative construction is a very special phenomenon in Chinese grammar and also a difficult issue for second language learners. This paper summarizes diachronic research on resultative construction including its definition, formation times, forming and development, the characteristic. As a comparative study of language, this paper can benefit the teaching and acquisition of Chinese resultative construction.
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妍, 刘. "The Study of Word’s Coloring Meaning in Teaching Chinese as a Second Language." Advances in Education 04, no. 03 (2014): 68–72. http://dx.doi.org/10.12677/ae.2014.43b013.
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Xu, Hai-Rong, and Eun-Ju Kim. "A Study on the Vocabulary Education for Teaching Chinese as a Foreign Language." Chinese Language Education and Research 7 (May 31, 2008): 53. http://dx.doi.org/10.24285/cler.2008.05.7.53.
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Martynenko, Yulia B. "Teaching Chinese students Russian anthroponyms (nationally oriented approach)." Pedagogy and Psychology of Education, no. 1, 2020 (2020): 94–105. http://dx.doi.org/10.31862/2500-297x-2020-1-94-105.
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When teaching Russian as a foreign language, anthroponyms act both as an object of study and as material for teaching Russian as a foreign language. The article points out the difficulties that Chinese students most often encounter in studying the Russian anthroponymic system, and ways to overcome them. The greatest difficulty in mastering Russian anthroponyms is associated with the three-component structure of Russian anthroponyms – distinguishing the name, patronymic and last name and using them in speech, so the teacher of Russian as a foreign language is faced with the task of introducing students to Russian anthroponymic formulas of speech etiquette. When teaching Chinese students Russian anthroponyms, it is effective to use a cognitive-regional geographic approach, which will improve the level of language skills and the general cultural level of students.
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Gao, Siyi. "Developing PowerPoint Standards for Teaching Chinese as a Foreign Language." Journal of Language Teaching and Research 11, no. 1 (January 1, 2020): 1. http://dx.doi.org/10.17507/jltr.1101.01.
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As we live in a time when standards, frameworks, and benchmarks are becoming increasingly prominent, it makes sense that some sort of teacher technology standards would be desirable. Standards on the state or national levels call for the integrating of multimedia into teaching, but there are not clear guidelines illustrating how integrating a technology into the classroom should be accomplished. Nor is there an evaluation system in place to ensure that teachers possess the multimedia skills and knowledge required in teaching. It is thus important to devise a set of teacher technology standards as a resource for teachers as they attempt to integrate multimedia into their curricula. Therefore, this study provided a set of guidelines and standards for evaluating PowerPoint presentations for use in language teaching to provide more support to language teachers at the institutional level. In this article, four case studies of PowerPoint presentation in Chinese language teaching sample slides are explored to show how the devised standard guidelines and a score assessment system can be used to evaluate the effectiveness of a presentation and thus to help language instructors to develop their skills in making PowerPoint Presentations and improving teaching effectiveness. A proposed teacher PowerPoint standards were developed based on the author’s personal experience teaching Chinese using multimedia in classrooms in China, Europe and America will also be shared in this case study.
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Lim, Jaemin. "A study on Pre-service Chinese teachers’ perception of the integrated teaching for Chinese language and culture." Korea Journal of Chinese Linguistics 68 (February 28, 2017): 243–64. http://dx.doi.org/10.38068/kjcl.68.10.
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Cui, Hongmei. "Application and Exploration of BOPPPS Model in Oral Chinese Teaching as a Foreign Language." International Education Studies 12, no. 12 (November 29, 2019): 123. http://dx.doi.org/10.5539/ies.v12n12p123.
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In recent years, with the continuous development of the society, the boom of global Chinese learning has flourished. The teaching and research of Chinese as a foreign language has received much attention. In order to explore the effective teaching methods in oral Chinese, to stimulate foreign students’ love of learning Chinese, and to increase their interest and motivation in learning Chinese, a new teaching model-BOPPPS teaching model emerges and is widely welcomed by the students. The author explores how to apply the BOPPPS model in teaching of oral Chinese as a foreign language, providing a new teaching method in oral Chinese teaching. The study finds that the BOPPPS model can improve the efficiency and effectiveness of the oral Chinese teaching, mobilize international students’ enthusiasm for learning Chinese and improve their academic performance, make teachers more clear about the teaching purpose and requirements, and help the students be more clear about the learning goals.
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Xiping, Li. "Promoting the Audience Awareness of EFL Writing in Chinese Communicative Context: A Case Study of “NOTICE”." English Language Teaching 9, no. 9 (July 24, 2016): 64. http://dx.doi.org/10.5539/elt.v9n9p64.
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<p>It is a heated discussion among researchers of foreign-language teaching on how to enhance the audience awareness through the design, organization and implementation of classroom teaching of EFL writing, which is crucial for effective writing both in mother and in foreign language. And it is widely acknowledged that the cultivation of social context or communicative context is a major factor affecting audience awareness of the learners. Therefore, this study devotes to set up an example of how to promote the audience awareness through the teaching design in Notice writing teaching within the paradigm of communicative language teaching, concentrating on the exploring of the cultivation of communicative context. Contrastive analysis and survey revealed that this kind of teaching design was much more effective in the teaching practice compared to the traditional one in arousing learner’s interest and the audience awareness on the chosen genre.</p>
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Rosalin, Kelly. "Study of Principles for Compiling Country-Specific Chinese Teaching Materials for Indonesia." Humaniora 4, no. 2 (October 31, 2013): 1158. http://dx.doi.org/10.21512/humaniora.v4i2.3557.
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This article analyzes an Indonesian version of Contemporary Chinese teaching material. It is found that in this teaching material there are several problems relating to the content of text, translation, and context of text if it is used by Indonesian students. Therefore, it needs to consider “five elements” of language, cultural, and teaching principles in compiling the Chinese teaching materials for Indonesian students.
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Li, Yulong, and Lixun Wang. "Chinese teachers’ perception of how TESOL differs from teaching EAP." Indonesian Journal of Applied Linguistics 10, no. 2 (October 18, 2020): 562–70. http://dx.doi.org/10.17509/ijal.v10i2.28609.
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The last two decades have witnessed a prolific increase in academic activity in the study of English for Academic Purposes (EAP). Many teachers who were trained for Teaching English to Speakers of Other Languages (TESOL) have been required to teach EAP. TESOL and EAP are two different concepts and teachers transitioning from TESOL to teaching EAP may encounter many difficulties. However, little research has been carried out in this area, particularly beyond the context of the UK. Helping teachers to clarify their perceptions of TESOL and EAP is the first step to facilitate this transition. The present study aims to facilitate Chinese university teachers’ pedagogical transitions from TESOL to teaching EAP by clarifying teachers’ own understanding of these two concepts and by outlining how several different factors contribute to their EAP conceptualisation. By using a multiple case study methodology, the current research has revealed that the investigated teachers’ perceptions of EAP comprised eclectic theories, which overlap with some current EAP literature. Facing a somewhat unethical research culture in China, some teachers added moral rubrics into their EAP concepts as reminders to their students. The teachers reported that TESOL and EAP diverged in discourses and commissions: EAP is more student empowering, but TESOL is more humanistic.
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Demidova, Tatyana V., Tatyana M. Soloveva, and Sergey A. Barov. "On the Cognitive-semantic Approach to the Study of Modern Chinese Language." RUDN Journal of Language Studies, Semiotics and Semantics 11, no. 1 (December 15, 2020): 48–63. http://dx.doi.org/10.22363/2313-2299-2020-11-1-48-63.
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The article makes an attempt to comprehend the cognitive-semantic approach to the Chinese language in the framework of its teaching and study in higher education, taking into account features contrasting to the Russian language. The main theoretical postulates of the Chinese language-study were formulated by the Russian sinologists in line with formal structural paradigms based on materials of Western languages and their level of language organization. This approach is reflected in most Chinese language textbooks. In this regard, the Chinese language is taught according to the patterns of teaching Western languages. This approach does not allow to fully master the language, as it does not take into account the semantic and cognitive disproportion of the basic units of languages. The basic unit of the Russian language is the word as its nominative and at the same time the main speech unit. In the Chinese language, according to our observations and analysis of the relevant literature, this role belongs mainly to a more fractional substantive unit, which in the dictionary, in the nomination, acts as the main unit of the language division of the world, and in speech can also act as a simple word and as part of more complex formation - words or phrases. In writing, this unit is presented in the form of a «zi» hieroglyph, figuratively or otherwise denoting certain objects of reality and conceptualizing them, which allows us to consider these «zi» as expressors of minimal concepts of Chinese linguistic thinking. For the first time in Russian linguistics, the article addresses issues related to these basic units in connection with teaching issues. At the present stage, there are practically no textbooks or techniques aimed at mastering these specific Chinese language units. The authors make an attempt to attract the attention of sinologists to this problem and to reconsider the existing views in a new cognitive-semantic vein. In this context, the necessity of reorienting teaching that reproduces the methodological and linguistic orientations applied in relation to the study of Indo-European languages to methodological orientations corresponding to the essential characteristics of the Chinese language as consistently isolated in type and specifically orientational in terms of mental and cultural grounds is substantiated. In this regard, there marked relevant issues are there proposed some ways to resolve them.
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Liu, Chunyan, and Rui Guo. "A Study of Localization of Task-Based Language Teaching in China." Chinese Journal of Applied Linguistics 43, no. 2 (June 1, 2020): 205–18. http://dx.doi.org/10.1515/cjal-2020-0013.
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Abstract In view of a series of challenges since Task-Based Language Teaching (TBLT) was introduced into China, we interviewed 14 front-line teachers in primary and secondary schools about their viewpoints and classroom strategies of TBLT. The results show teachers’ willingness to use TBLT. They adopt flexible teaching procedures, apply TBLT creatively, and explore task-based language assessment. The authors argue for inclusive non-doctrinaire approaches to TBLT, and propose to construct localized TBLT theory and practice with Chinese characteristics.
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Medwell, Jane, Katherine Richardson, and Li Li. "Target language use by teachers co-teaching tomorrow's teachers of Chinese." Chinese as a Second Language Research 2, no. 1 (June 24, 2013): 59–85. http://dx.doi.org/10.1515/caslar-2013-0022.
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AbstractThis paper reports an exploratory study of a Native Speaker Teacher (NST) of Mandarin Chinese and a Primary Languages Teacher (PLT) teaching Chinese to English pre-service primary school teachers, and is particularly focused on the use of target language (TL) by these two co-teachers.Although some studies of TL use have compared the use of target language by native and non-native speakers teaching individually, there are no studies which examine target language use in a native and non-native co-teaching situation, or relate this to the background experience of the teachers. The data collected in this study included observations of planning meetings between both teachers, observations of the teaching of the program, and interviews with both teachers.This paper focuses upon the use of target language by the Chinese Native speaker teacher (NST) and the English Primary Languages Teacher (PLT) and the ways in which this changed and developed across the teaching sessions, as well as the relationship between their TL use, background and beliefs about language teaching in the program. Findings of this study show that, even in a co-teaching situation, target language use by the native speaker teacher and the primary languages teacher differed substantially in terms of their practices of and their beliefs about use of target language, and both were influenced by their own cultures of learning. The results also suggest that working together changed the teaching behavior of both teachers and enabled them to reflect critically on their prior assumptions.
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Shi, Hongyang, and Tianmiao Wang. "Motivational strategies in Chinese language classrooms: A comparative study of novice and experienced teachers." Global Chinese 6, no. 2 (September 1, 2020): 197–214. http://dx.doi.org/10.1515/glochi-2020-0011.
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Abstract Plenty of research in applied linguistics has confirmed that language teachers’ motivational strategies are playing a crucial role in relation to the learning motivation of their students. While previous research on motivational strategies has focused almost exclusively on teaching English as an international language (TESOL), this paper seeks to explore what motivational strategies are used by teachers of Chinese as a second language (CSL), and how their use differs between novice and experienced teachers in the Chinese cultural context in mainland China. The study was carried out in four Beijing universities with 90 novice and 85 experienced CSL teachers. The research instrument was adapted from the classical model developed by Dörnyei, Zoltán, & Kata Csizér. 1998. Ten Commandments for motivating language learners: Results of an empirical study. Language Teaching Research 2(3). 203–229. Participants were asked to rate the motivational strategies in terms of their perceived importance and the frequency by which they implemented them in their teaching practices. Following this, six participants also took part in semi-structured interviews. The findings of the study reveal a significant relationship between teachers’ preferences of motivational strategies and their cultural background, teaching objectives and the teaching contexts. Results also show a remarkable difference in motivational strategies between novice and experienced teachers at both macro and individual levels. The study suggests a few interpretations of the results and several implications for CSL teacher’s professional development based on its findings.
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Kong, Yidan. "Teaching Features and Improvement Suggestions for Chinese Online Classes." Theory and Practice in Language Studies 11, no. 5 (May 1, 2021): 573–79. http://dx.doi.org/10.17507/tpls.1105.17.
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The popularity of the Internet has influenced education profoundly. Teaching methods, teacher–student relationships, and the role of teachers have changed significantly due to changes in communication media. In the case of Chinese language learning, online classes have become a crucial tool to encourage and support international Chinese teaching. With the deepening of China's opening, exchanges between China and other countries are becoming increasingly profound. Against this backdrop, worldwide enthusiasm for learning Chinese has emerged, yet not every foreign learner of Chinese has had the opportunity to attend Chinese lessons and receive systemic training. To give more students the opportunity to study Chinese, online lessons are a viable option for various reasons, from acting as an effective channel for students to learn about both Chinese language and culture to offering classes of both short and long duration, and providing a range of different teaching styles and teaching methods depending on the needs of the students. This paper analyzes teachers and methods after observing many Chinese online teaching videos that have attracted a high “click rate” by users. Moreover, this paper focuses on analyzing MOOC and traditional online lessons published by the Confucius Institute and carries out a comparison between them and overseas online Chinese lessons. Finally, this paper evaluates online Chinese lessons and gives suggestions according to the 5C goals of language teaching.
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Shum, Mark Shiu Kee. "Exploring an approach for teaching subject specific genres in Chinese." Australian Review of Applied Linguistics 29, no. 1 (January 1, 2006): 6.1–6.22. http://dx.doi.org/10.2104/aral0606.
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This research seeks both to describe Chinese genres found in a range of school subjects and to develop models of pedagogical principles for their teaching. Thus far, most of the research has been devoted to the teaching of genres for first and second language teaching, though there is a developing interest in research into the teaching of genres in teaching English as a foreign language. There is a need to develop genre-based research in languages other than English, in order to test the application of the theory to non-English speaking contexts. This paper reports on an approach to the study of Chinese genres for examination purposes, developed in Hong Kong, where, since 1997, official support has been given to the use of Chinese as a medium of instruction. The study is not yet completed, though there is some encouraging evidence that the genre-based approach is proving useful.
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Shum, Mark Shiu Kee. "Exploring an approach for teaching subject specific genres in Chinese." Australian Review of Applied Linguistics 29, no. 1 (2006): 6.1–6.22. http://dx.doi.org/10.1075/aral.29.1.04shu.
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This research seeks both to describe Chinese genres found in a range of school subjects and to develop models of pedagogical principles for their teaching. Thus far, most of the research has been devoted to the teaching of genres for first and second language teaching, though there is a developing interest in research into the teaching of genres in teaching English as a foreign language. There is a need to develop genre-based research in languages other than English, in order to test the application of the theory to non-English speaking contexts. This paper reports on an approach to the study of Chinese genres for examination purposes, developed in Hong Kong, where, since 1997, official support has been given to the use of Chinese as a medium of instruction. The study is not yet completed, though there is some encouraging evidence that the genre-based approach is proving useful.