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Journal articles on the topic 'Chinese language - Study and Teaching (Preschool)'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Akhmadova, Karima Shavkat Kizi. "RELEVANCE OF THE PROBLEM OF PREPARING TEACHING AID IN CHINESE FOR CHILDREN OF PRESCHOOL AGE." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, no. 07 (2021): 13–15. http://dx.doi.org/10.37547/philological-crjps-02-07-04.

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The article discusses the importance of teaching a foreign language to children of preschool age, and also analyzes a study on this issue. Particular attention is paid to the relevance and importance of the introduction of the Chinese language into the educational process in preschool institutions, the idea of creating a textbook in Chinese for Uzbek-speaking groups is put forward.

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Tse, Shek Kam, Heiken To, Pik Fong Tsui, Victor Laing, Lu Sai Lam, and Mei Chi Kwok. "Targeted Individual Support for Ethnic Minority Preschoolers in the Silent Period in Learning Chinese." Theory and Practice in Language Studies 11, no. 6 (2021): 595–605. http://dx.doi.org/10.17507/tpls.1106.02.

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The silent period is most frequently used to describe the period of second language (L2) acquisition where the learner displays no obvious language output. In Hong Kong, ethnic minority (EM) preschoolers face challenges on home, school and community levels in learning Chinese as a second language, meaning that for those in the silent period, it may particularly difficult to begin speaking Chinese, leading to slower language development. A support service was established, targeting EM preschoolers in Hong Kong who are experiencing the silent period in learning Chinese as a second language. Volu

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Tse, Shek Kam, Emily Y. W. Pang, Heiken To, Pik Fong Tsui, and Lu Sai Lam. "Professional Capacity Building of Multicultural Teaching Assistants in Hong Kong Kindergartens with Ethnic Minority Children." Journal of Language Teaching and Research 12, no. 2 (2021): 234. http://dx.doi.org/10.17507/jltr.1202.03.

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A professional teaching development programme was established to equip multicultural teaching assistants (MTA) with skills and knowledge to teach non-Chinese speaking (NCS) preschoolers in Hong Kong. To evaluate if MTAs are perceived to be able to perform their intended roles (support Chinese and overall learning, provide pastoral support, bridge the communication between NCS parents and kindergartens, and promote social integration), questionnaires were collected from 18 principals and 74 teachers. To assess if the programme can equip MTAs with necessary skills for the planned roles, question

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Arya Wiradnyana, I. Gd, IKN Ardiawan, and Km. Agus Budhi A.P. "Inside-Outside Circle Instructional Strategies with Image Media to Enhance Children Language Skills." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (2020): 156–68. http://dx.doi.org/10.21009/141.11.

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   Language skills are essential for early childhood, being able to speak clearly and process speech sounds, understand others, express ideas, and interact with others are the building blocks for a child's development. Therefore, this study will examine the effect of the Inside Outside Circle (IOC) instructional strategies with media images on children's language skills. This research is a quasi-experimental design with a posttest only and using a control group. The sample in this study were children in two kindergartens in the village of Banjar Tegal. Data analysis in this s

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Li, Hui, and Nirmala Rao. "Parental influences on Chinese literacy development: A comparison of preschoolers in Beijing, Hong Kong, and Singapore." International Journal of Behavioral Development 24, no. 1 (2000): 82–90. http://dx.doi.org/10.1080/016502500383502.

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Parents of 480 Chinese preschoolers in Beijing, Hong Kong, and Singapore reported on their involvement in literacy teaching, the home literacy environment, and their beliefs about language learning. The preschoolers, ranging in age from 2 to 6 years, completed the Preschool and Primary Chinese Literacy Scale (PPCLS), in individual sessions. Results indicated significant age and societal differences on the total PPCLS score and also on the following subscales: Character Identification, Visual and Auditory Discrimination, and Word Recognition. In all three societies, older children outperformed

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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 (2015): 1–4. http://dx.doi.org/10.12691/education-3-1-1.

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Wimontham, Onsiri. "A Study on EFL Teaching Affecting Chinese Cultural Tourism." Theory and Practice in Language Studies 8, no. 8 (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 ev

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Quintero Arrubla, Sonia Ruth, Evelin Cristina Quiceno Sosa, and Claudia María Uribe Hoyos. "From preschool educator to preschool English Educator: A study of transformation of classroom practice." Psicoespacios 14, no. 25 (2021): 44–66. http://dx.doi.org/10.25057/21452776.1407.

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This case study aims to analyze how preschool educators can play the role of language educators (Spanish and English) and how their pedagogical and teaching practice is being transformed. This study considers the theoretical framework behind the constructivist paradigm, which states that the context, participants' actions and views, and historical elements all play a part in constructing a theory. That truth is relative depending on one's perspective, while also focusing on establishing a rigorous and thorough process throughout this study, focusing on qualitative research principles (Creswell

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Tomme-Jukēvica, Ingēra. "The acquisition of the Latvian language as the Second language at preschool age in theory and practice." Journal of Education Culture and Society 5, no. 1 (2020): 334–44. http://dx.doi.org/10.15503/jecs20141.334.344.

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In Latvia there are no substantial studies on bilingual preschool children’s Latvian language as the second language. The article provides an overview of the 20th–21st century linguistic theories in the context of child second language acquisition as well as raises awareness about their infl uence on and use in the learning of preschoolers whose second language is Latvian, carrying out content analysis of the Minority Preschool Education Program(with instruction in Russian), the Latvian Language Program of X preschool education establishment, teaching resources (teaching aid kits, didactic han

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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 (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 discus

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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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Kelley, Elizabeth Spencer, Greta Hull, Abby Eubank, and Greta Roettgen. "Teaching Undergraduate Clinicians Empirically Supported Practices for Preschool Vocabulary Instruction." Language, Speech, and Hearing Services in Schools 51, no. 2 (2020): 353–70. http://dx.doi.org/10.1044/2019_lshss-19-00061.

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Purpose To incorporate evidence-based practice into clinical settings, there is a need for efficient, effective ways to share information from research to speech-language pathologists (SLPs) and to students preparing to become SLPs. The purpose of this study was to implement and evaluate a method for teaching undergraduate student clinicians to use empirically supported practices in vocabulary instruction during shared storybook reading with preschoolers. Method Undergraduate students enrolled in a semester-long preschool practicum participated in the study. In Study 1, 11 students participate

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Perozzi, Joseph A. "A Pilot Study of Language Facilitation for Bilingual, Language-Handicapped Children." Journal of Speech and Hearing Disorders 50, no. 4 (1985): 403–6. http://dx.doi.org/10.1044/jshd.5004.403.

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Three Spanish-speaking (SS) and 3 English-Speaking (ES) preschool children served as subjects. One SS subject was diagnosed as having mild language delay, 1 as being language disordered, and 1 as having normal language. One ES subject was diagnosed as having mild language delay and 2 as having normal language. A within-subject design wherein Condition A consisted of teaching receptive vocabulary in L1 (native language) followed by L2 (second language) and Condition B consisted of teaching receptive vocabulary in L2 followed by L1 was utilized. The sequence of conditions was ABBA for each subje

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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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Ardiyansyah, Arief, Eko Setiawan, and Bahroin Budiya. "Moving Home Learning Program (MHLP) as an Adaptive Learning Strategy in Emergency Remote Teaching during the Covid-19 Pandemic." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (2021): 1–21. http://dx.doi.org/10.21009/jpud.151.01.

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The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal

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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 (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

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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 (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 som

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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 (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 approac

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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 instruct

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박애양. "A Study on Appointment of Teaching Item in Chinese Language Culture." China Studies 43, no. ll (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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Hassim, Siti Hajar, and Azlina Abdul Aziz. "Using Soleh English (SE) Teaching Materials with The Integration of Cultural and Islamic Values: Islamic Preschool Teachers’ Voices." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 4 (2021): 178–90. http://dx.doi.org/10.47405/mjssh.v6i4.733.

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English Language Teaching (ELT) materials are significant as tools in facilitating a second language teaching and learning including for preschool level. Also, it is necessary for teachers to opt for appropriate ELT materials which encompass cultural and local identity to generate a meaningful and relatable context of teaching and learning. Nonetheless, most of the materials currently available for preschool education in the publishing market are foreign and therefore little focus on local context. It is more evident in Islamic preschools, as the ELT materials need to be infused with Islamic v

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Chistyakova, Margarita V., and Liudmila G. Shadrinа. "Development of English language communicative skills in senior preschool children." Tambov University Review. Series: Humanities, no. 187 (2020): 72–79. http://dx.doi.org/10.20310/1810-0201-2020-25-187-72-79.

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The study is devoted to the problem of teaching English to children of senior preschool age. We emphasize the need for the correct choice of means of communicative skills development of senior preschoolers. Game is the leading mean of language teaching at this age. However, the main method of teaching is recognized as a sample of adult speech and repeated repetitions of the sample, memorizing words and phrases after the teacher. We make an attempt to find the most optimal ways to develop English speech skills of preschool children. The authors’ own suggestions are based on a survey of children

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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 (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 1979–2

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Sturdivant, Toni Denese, and Iliana Alanís. "Teaching through culture." Journal for Multicultural Education 13, no. 3 (2019): 203–14. http://dx.doi.org/10.1108/jme-03-2019-0019.

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Purpose Oftentimes, attempts at culturally relevant early childhood practices are limited to diverse materials in the physical environment. The purpose of this study is to document the culturally relevant teaching practices, specifically for African American children, within a culturally diverse preschool classroom with a Black teacher. Design/methodology/approach The researchers used qualitative methodology to answer the following question: How does a Black preschool teacher enact culturally relevant practices for her African American students in a culturally diverse classroom? Data sources i

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Tan, Zhuxiu. "Task-based Language Teaching in Chinese EFL Context." International Journal for Innovation Education and Research 4, no. 4 (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 g

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Oon, Pey-Tee, Bi Ying Hu, and Bing Wei. "Early childhood educators’ attitudes toward science teaching in Chinese schools." Australasian Journal of Early Childhood 44, no. 4 (2019): 423–35. http://dx.doi.org/10.1177/1836939119870890.

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The study looked at early childhood education teachers’ views on teaching science in China using the Preschool-Teachers’ Attitudes and Beliefs toward Science Teaching (P-TABS) instrument. A total of 245 teachers from 60 preschools in Guangdong province in China, selected through a stratified random sampling approach, participated in the current study. The instrument was validated and results were analyzed using the Rasch model. Results revealed that although the sampled teachers support child-centered learning, early childhood education teachers are somewhat uncomfortable in planning science a

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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 (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

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

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

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Miao, Yan. "The Comparative Study of Chinese and English Kinship Terms." Theory and Practice in Language Studies 9, no. 2 (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,

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CHANG, ALICIA, CATHERINE M. SANDHOFER, LAUREN ADELCHANOW, and BENJAMIN ROTTMAN. "Parental numeric language input to Mandarin Chinese and English speaking preschool children." Journal of Child Language 38, no. 2 (2010): 341–55. http://dx.doi.org/10.1017/s0305000909990390.

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ABSTRACTThe present study examined the number-specific parental language input to Mandarin- and English-speaking preschool-aged children. Mandarin and English transcripts from the CHILDES database were examined for amount of numeric speech, specific types of numeric speech and syntactic frames in which numeric speech appeared. The results showed that Mandarin-speaking parents talked about number more frequently than English-speaking parents. Further, the ways in which parents talked about number terms in the two languages was more supportive of a cardinal interpretation in Mandarin than in Eng

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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 (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 process

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Li, Xiangning. "Textbook Digitization: A Case Study of English Textbooks in China." English Language Teaching 14, no. 4 (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&rsquo;s Education Press. The study employs content analysis to provide an in-depth interpretation of how task setting in three textboo

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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 (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 motiv

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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 Ch

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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 (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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Ng, Catalina Sau Man, Wenyu Chai, Hung Kit Fok, Sing Pui Chan, Ho Cheong Lam, and Kevin Kien Hoa Chung. "Building preschool teachers’ capacity for teaching Chinese to ethnic minority children in Hong Kong: A qualitative study." Journal of Early Childhood Teacher Education 41, no. 3 (2019): 284–305. http://dx.doi.org/10.1080/10901027.2019.1638852.

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Akbar, Taufiq, Puji Anto, and M. Sjafei Andrijanto. "MURAL AS A MEDIUM OF LANGUAGE LEARNING IN PRESCHOOL EDUCATION." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 4, no. 1 (2020): 66–72. http://dx.doi.org/10.30998/jh.v4i1.319.

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Abstract: The purpose of this research is to convert murals as a language learning medium for preschool children. The method of research used is qualitative with the technique of literature studies. Researchers use libraries to find data on subjects and research objects. The result of this study was the stage of the mural as a media-teaching medium for preschool children. The mural as a learning medium of preschool children must be able to represent the will of the child itself. Child behavior against murals is a hallmark of the success of message delivery. The illustration style of the presch

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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 (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

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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 (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

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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 interac

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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 o

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Hu, Jiangbo, Yijun Hao, and Ning Yang. "Chinese Australian Children’s Shared Reading Experiences at Home and in Preschools: A Case Study on Parents and Educators’ Attitudes and Practices." SAGE Open 11, no. 2 (2021): 215824402110074. http://dx.doi.org/10.1177/21582440211007493.

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This case study investigates two Chinese children’s shared reading experiences in both home and preschool contexts. The parents and the educators were interviewed about their general attitudes and practices relating to shared reading for promoting the Chinese children’s bilingual development. Detailed observations were undertaken to record the parents and the educators’ interactions with the children during shared reading. The language use of the parents and the educators was analyzed with systemic functional linguistic theories. The findings demonstrate significant differences between the two

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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 (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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Кошелева, Екатерина Максимовна. "ROLE-PLAYING PROJECT METHODOLOGY FOR TEACHING A FOREIGN LANGUAGE TO PRESCHOOLERS." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 1(54) (March 31, 2021): 191–98. http://dx.doi.org/10.26456/vtpsyped/2021.1.191.

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Представлена концепция использования ролево-игровой проектной методики в области дошкольного иноязычного образования. Приводится обоснование ролевых игр и проектных методик как эффективного средства обучения английскому языку в дошкольном возрасте. Описываются виды игровых проектов и преимущества применения ролево-игровых проектов в обучении дошкольников. Приведены результаты экспериментального исследования с применением ролево-игрового проекта в ДОУ, показавшие достаточно сформированный уровень коммуникативных навыков, уровень познавательной и творческой активности, навыков коллективной и сам

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Solomakha, Anzhelika. "PREPARATION OF FUTURE TEACHERS FOR DIGITALIZATION IN EARLY LEARNING OF FOREIGN LANGUAGES." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 10 (2021): 203–15. http://dx.doi.org/10.28925/2414-0325.2021.1017.

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The education system must respond to changes in society, its demands and needs of students at all levels, so the mission of modern pedagogical institutions of higher education is to train teachers ready and able to accept such challenges. The article presents the experience of the Department of Foreign Languages at the Pedagogical Institute of Borys Grinchenko Kyiv University in training students majoring in 012 "Preschool Education" and 013 "Primary Education" and methods of teaching them to implement digital tools in the process of forming foreign language communicative competence of 3-10 ye

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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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