Relevant bibliographies by topics / Teaching Mandarin Chinese

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

Academic literature on the topic 'Teaching Mandarin Chinese'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Teaching Mandarin Chinese"

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Muyassaroh, Lukluk Ul, Aiga Ventivani, Octi Rejeki Mardasari, and Karina Fefi Laksana Sakti. "PELATIHAN PENERAPAN汉语媒体 （HANYU MEITI）BAGI GURU-GURU BAHASA MANDARIN SE-MALANG RAYA." SELAPARANG Jurnal Pengabdian Masyarakat Berkemajuan 4, no. 2 (April 7, 2021): 302. http://dx.doi.org/10.31764/jpmb.v4i2.3314.

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ABSTRAKPenggunaan media dalam pengajaran bahasa Mandarin oleh guru-guru SMA di kota Malang sangat terbatas, terlebih lagi pada pembahasan materi yang sulit seperti pelafalan, intonasi dan ejaan; tata bahasa dan aksara Mandarin (hanzi). Dari hasil observasi ditemukan bahwa penerapan media pembelajaran dalam pengajaran bahasa mandarin dapat meningkatkan minat belajar siswa sehingga mempengaruhi tingkat pemahaman siswa terhadap materi yang diajarkan. Oleh karena itu, diperlukannya pemahaman guru dalam menerapkan media pembelajaran bahasa Mandarin di kelas. Kegiatan pelatihan ini bersama dengan mitra MGMP Bahasa Mandarin Se- Malang Raya dengan tujuan untuk membantu guru dalam mengajarkan bahasa Mandarin kepada siswa melalui 汉语媒体 （Hanyu Meiti). 汉语媒体 （Hanyu Meiti) adalah media pembelajaran yang memaparkan materi bahasa Mandarin dengan jelas dan lengkap, serta juga sebagai alat bantu guru bahasa Mandarin dalam proses belajar mengajar. Metode pelaksanaan terdiri dari pengarahan dan pelaksanaan kegiatan pelatihan. Adapun rincian kegiatan berupa (1) Memperkenalkan fungsi dan manfaat 汉语媒体（Hanyu Meiti) dalam pengajaran bahasa Mandarin; (2) Memperkenalkan langkah penggunaan汉语媒体（Hanyu Meiti）; (3) Mendemonstrasikan penggunaan汉语媒体（Hanyu Meiti) (4) Guru mempratekkan secara langsung. Hasil dari kegiatan didapatkan bahwa terlihat sekali antusias para guru dalam mengikuti pelatihan yang dilaksanakan, terbukti dari para guru mengajukan beberapa pertanyaan serta merespon pemateri selama kegiatan pelatihan. Sehingga dapat disimpulkan bahwa pelatihan bahasa Mandarin penting dilakukan untuk mengatasi kendala keterbatasan media pembelajaran bahasa Mandarin dan juga dapat menambah referensi media pembelajaran bahasa Mandarin bagi guru. Kata kunci: bahasa mandarin; media pembelajaran; guru SMA; pelatihan. ABSTRACTThe use of media in teaching Chinese by high school teachers in Malang is very limited, especially in discussing difficult materials such as pronunciation, intonation and spelling; grammar and Chinese characters (hanzi). From the observations it was found that the application of instructional media in teaching Chinese can increase student interest in learning so that it affects the level of student understanding of the material being taught. Therefore, it is necessary to have an understanding of teachers in implementing Chinese learning media in the classroom. This training activity together with Chinese MGMP partners throughout Malang Raya with the aim of assisting teachers in teaching Chinese to students through 汉语媒体 （Hanyu Meiti）.汉语媒体 （Hanyu Meiti） is a learning media that describes Chinese material clearly and completely, as well as a tool for Chinese teachers in the teaching and learning process. The implementation method consists of directing and implementing training activities. The details of the activities are (1) Introducing the functions and benefits of 汉语媒体 （Hanyu Meiti）in teaching Chinese; (2) Introducing the usage steps of 汉语媒体 （Hanyu Meiti）; (3) Demonstrating the use of 汉语媒体 （Hanyu Meiti） (4) Teacher practicing directly. The results of the activity showed that the teachers were very enthusiastic in participating in the training carried out, as evidenced by the teachers asking several questions and responding to the speakers during the training activities. So it can be concluded that Mandarin language training is important to do to overcome the constraints of the limitations of Mandarin learning media and can also add references to Mandarin learning media for teachers. Keywords: chinese language; learning media; senior high school teacher; training.
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Li, Yinghui, and Hengbin Yan. "How to Define and Identify Clause Elements in Mandarin Chinese." International Journal of Linguistics 10, no. 6 (December 6, 2018): 82. http://dx.doi.org/10.5296/ijl.v10i6.14008.

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Defining and identifying clause elements is essential to analyzing and understanding a language, in particular in the practice of teaching and learning the language as a second/foreign language. Despite this, it remains obscure how to define clause elements in Mandarin Chinese in a way operationalizable enough so that these elements can be located efficiently. The present study is intended to examine major existing definitions and identifying principles of clause elements in Mandarin Chinese (mainly the subject, the predicate, the adverbial, the complement, and the object). With a focus on the teaching and learning of Mandarin Chinese as a second/foreign language, we explore potential problems in these definitions and principles and provide preliminary proposals for improving the definitions and identifying principles of certain elements.
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Goh, Ying Soon, Chai Chuen Lee, and Kea Leng Ngo. "Public speaking to enhance oral Mandarin proficiency." Social and Management Research Journal 11, no. 1 (June 2, 2014): 49. http://dx.doi.org/10.24191/smrj.v11i1.5232.

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This paper aims to shed some light on the use of Speaking Contest as an Activity to support the learning of Mandarin among non-native Chinese learners. Speaking Contest as an Activity can be a useful tool to motivate the learning of Mandarin among learners. This study was carried out during a Mandarin speaking competition held at UiTM (Perlis). A self-developed questionnaire was distributed to gain understanding and the views of the participants on the use of Mandarin in the speaking contest as an activity to support the learning of a Chinese language among the non-native Chinese learners. Descriptive and inferential statistics were used to analyze the data. The findings revealed that students agreed that Mandarin speaking competition as an activity was useful to enhance their learning. Thus, activities such as Mandarin speaking contest can be used as creative practices in particular when teaching Mandarin as a foreign language and also for other foreign languages.
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Ayuningtias, Niza, Mhd Pujiono, Vivi Adryani Nasution, and Ely Hayati Nasution. "PEMBELAJARAN BAHASA MANDARIN ANAK USIA DINI DI YAYASAN PENDIDIKAN ISLAM AR-RAHMAH." LOGISTA - Jurnal Ilmiah Pengabdian kepada Masyarakat 3, no. 2 (December 31, 2019): 105. http://dx.doi.org/10.25077/logista.3.2.105-113.2019.

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Bahasa Mandarin telah dijadikan sebagai salah satu mata pelajaran di sekolah-sekolah yang ada di Indonesia termasuk TK/PAUD.Namun demikian, banyak kendala yang dihadapi oleh pihak sekolah. Minimnya pelatihan dan tenaga pendidik bahasa Mandarin untuk pendidikan anak usia dini menggerakkan hatiTim Pengabdian Kepada Masyarakat USU untuk mengadakan pelatihan Pembelajaran Bahasa Mandarin Anak Usia Dini kepada tenaga pendidik pra-sekolah di salah satu sekolah Taman Kanak-Kanak yang ada di kota Medan yaitu RA Ar-Rahmah. Metode pelaksaan kegiatan ini adalah pelatihan intensif dengan perpaduan teori dan praktek serta diskusi dan unjuk kerja dari hasil pelatihan. Pengajaran bahasa Mandarin kepada para tenaga pendidik dilakukan dengan prinsip “Pengajaran bahasa Mandarin terhadap anak usia dini” dengan tetap mempertimbangkan dan menghormati posisi peserta sebagai pengajar yang memiliki latar belakang dan pengalaman yang berbeda-beda. Pelatihan mengikut prinsip TCFL (Teaching Chinese as A Foreign Language)berupa materi yang aplikatif dan sederhana melaluiflashcard, kertas lipat, menyanyi lagu-lagu sederhana, cara memperkenalkan diri, dan lain-lain. Hasil praktek pengajaran yang dilakukan sangat memuaskan dan sesuai dengan yang diharapkan. Kata kunci: Bahasa Mandarin, Anak-usia-dini, TCFL ABSTRACT Mandarin has been used as one of the subjects in Indonesia's schools including kindergarten/PAUD. However, many obstacles faced by the school. The lack of training and teaching staff of Mandarin for early childhood education moved the hearts of the USU Community Service Team to conduct Early Childhood Mandarin Learning training for pre-school educators in one of the Kindergarten schools in Medan, namely RA Ar -Rahmah. The method of this activity is intensive training with a blend of theory and practice as well as discussion and performance of the training results. Teaching Mandarin to educators is carried out with the principle of "Teaching Mandarin to young children" while still considering and respecting the position of participants as instructors who have different backgrounds and experiences.The training follows the principles of TCFL (Teaching Chinese as A Foreign Language) in the form of applicative and simple material through flashcards, folding paper, singing simple songs, how to introduce yourself, etc. The results of the teaching practice carried out were very satisfying and as expected. Keywords: Mandarin, Early childhood, TCFL
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Biduri, Febi Nur, and Yumna Rasyid. "EFFECTIVENESS OF TEACHING MATERIAL READING CONTEMPORY CHINESE LITERATURE AND CULTURE-BASED CULTURE WORKS." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 3, no. 2 (December 1, 2017): 150–59. http://dx.doi.org/10.21009/ijlecr.032.014.

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A research and development of teaching materials will focus on the development of textbook products in accordance with the needs of students, lecturers and also majors. Culture and literature knowledge that has been studied in Mandarin Darma Persada University program is not maximal and in accordance with the needs of students. So to adjust to the needs of these students making these teaching materials using the theme of contextual Chinese and cultural literature-based. To test the effectiveness of the model researchers have conducted experimental teaching materials to read the works of literature and culture-based Mandarin contextual, research conducted using the theory of experimental pre so that only implemented in one class reading 5 faculty of Chinese language and culture of Darma Persada University in academic year 2016/2017 in Jakarta. Respondents of the study were 18 students who had mastered Mandarin well, the results of this study indicate that T count (4.060) is greater than T table (2.101), thus it can be concluded that this significant mean difference means Ho is rejected and H1 be accepted. Thus the teaching material model of reading the literature and culture culture of Mandarin based on contextual is more effective in improving students' reading skill in semester 5.
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Ying, Yi, Muhammad Nanang Suprayogi, and Evi Afifah Hurriyati. "Motivasi Belajar Bahasa Mandarin sebagai Bahasa Kedua." Humaniora 4, no. 2 (October 31, 2013): 1345. http://dx.doi.org/10.21512/humaniora.v4i2.3579.

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The goals of article was to explore students’ main motivation in learning Mandarin as second language acquisition and the difference motivation between Chinese-descending and non-chinese students. There were 276 respondents chosen by purposive sampling from three universities. They were students from Mandarin Department of Bina Nusantara University, Jakarta, Darma Persada University, Jakarta, and North Sumatera University, Medan. A cooperation on deciding research instruments was collaborated with Faculty of Tionghoa Language and Literature of Huaqiau University, China. Descriptive analysis was done to explore students’ main motivation in learning Mandarin, continued by different tests to know the different motivation between native and descending students. Research results indicated that the motivation in learning language is low; there is no significant difference between integrative and instrumental motivation. Also, there was no motivation significant different between chinese-descending dan non-chinese students in learning Mandarin. Lecturers should develop their methods of teaching to develop students’ learning motivation in learning Mandarin.
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Söderblom Saarela, Mårten. "A Guide to Mandarin, in Manchu: on a Partial Translation of Guanhua zhinan (1882) and Its Historical Context." East Asian Publishing and Society 9, no. 1 (February 26, 2019): 1–28. http://dx.doi.org/10.1163/22106286-12341327.

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Abstract This paper describes and contextualizes Guwan hûwa jy nan, a partial Manchu translation, hitherto unidentified as such, of a Japanese-authored Mandarin primer —Guanhua zhinan—from 1882. In so doing, the paper will highlight certain characteristics of the language primer in Northeast Asia and their consequences for our conceptualization of Mandarin Chinese as China’s national language. East Asian primers in dialogue form moved between communities of readers and even languages with remarkable ease. Not only did the same Chinese texts reach places far apart, they were also adapted for the teaching of languages entirely different from those of their original composition. The Manchu translation of the Japanese Mandarin primer is one example of this phenomenon. It represents the confluence of a pedagogical tradition of teaching the Qing dynastic language and a growing foreign interest in Beijing Chinese, manifest here through the text’s origin in the Meiji government’s interpreter corps.
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Rickard Liow, Susan J., and Kenneth K. L. Poon. "Phonological awareness in multilingual Chinese children." Applied Psycholinguistics 19, no. 3 (July 1998): 339–62. http://dx.doi.org/10.1017/s0142716400010213.

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ABSTRACTPhonological awareness has been shown to be important for early literacy development in unilingual readers of English. We investigated its impact in English and Mandarin for 57 multilingual pupils whose language backgrounds were English, Chinese (Mandarin/dialect), or Bahasa Indonesia, using a homophone decision task, an English lexicality spelling test, and a Hanyu Pinyin (romanised Mandarin) spelling test. All three groups of pupils were studying English and Mandarin in the same school, and so, somewhat unusually, the influence of their language background (especially script exposure) could be seen in the absence of differences in teaching strategies. In English, the results showed that a relationship between script exposure and phonological awareness develops in line with the orthographic depth hypothesis (Frost, Katz, & Bentin, 1987). The Bahasa Indonesia group exhibited the highest levels of alphabetic phonological awareness, followed by the English group and then the Chinese group. In Mandarin, the pupils' performance on the Hanyu Pinyin spelling test suggested that tonal phonological awareness is relatively independent of alphabetic phonological awareness. It seems that language background can influence the nature and development of phonological awareness, and that this in turn may affect children's strategies for the subsequent acquisition of a second (or third) written language.
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Ayuningtias, Niza, Mhd Pujiono, Vivi Adryani Nasution, and Ely Hayati Nasution. "The learning of Mandarin to early childhood at Ar-rahmah islamic education school." ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat 4, no. 2 (December 12, 2019): 486–94. http://dx.doi.org/10.32734/abdimastalenta.v4i2.4141.

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Mandarin has been used as one of the subjects in Indonesia's schools including kindergarten/PAUD. However, many obstacles faced by the school. The lack of training and teaching staff of Mandarin for early childhood education moved the hearts of the USU Community Service Team to conduct Early Childhood Mandarin Learning training for pre- school educators in one of the Kindergarten schools in Medan, namely RA Ar -Rahmah. The method of this activity is intensive training with a blend of theory and practice as well as discussion and performance of the training results. Teaching Mandarin to educators is carried out with the principle of "Teaching Mandarin to young children" while still considering and respecting the position of participants as instructors who have different backgrounds and experiences. The training follows the principles of TCFL (Teaching Chinese as A Foreign Language) in the form of applicative and simple material through flashcards, folding paper, singing simple songs, how to introduce yourself, etc. The results of the teaching practice carried out were very satisfying and as expected.
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Du, Xiu Ping, Wen Ping Zhang, Yu Fen Hou, and Jian Guo Wei. "Physiological Mandarin Speech Corpus for the International Preparatory Students in China: Design and Initial Application." Advanced Materials Research 989-994 (July 2014): 5336–40. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.5336.

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In order to visualize pronunciation teaching and explore the law of articulation evolution in TCFL (Teaching Chinese as a Foreign Language), we proposed an approach to design a physiology Mandarin speech corpus for the international preparatory students in China. Preparatory students are usually beginners to learn Mandarin, so they are selected as testers to gain the most real law of Mandarin articulation evolution. The corpus was different from an ordinary speech corpus. It consisted of not only text information (such as age, gender, nationality, mother language, Mandarin learning experience, etc.) and audio information, but also the physiological data (such as speech organs’ moving morphology). When the corpus was constructed, data were gathered by a supersonic collecting system because of its safety and low cost. In the initial experiment, 21 initial consonants, 36 simple or compound vowels and tones were tested. The results showed the corpus was significant in Mandarin teaching.
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Dissertations / Theses on the topic "Teaching Mandarin Chinese"

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Chan, Yuen Wan. "The effect of teaching Chinese to Hong Kong students through Putonghua." HKBU Institutional Repository, 2001. http://repository.hkbu.edu.hk/etd_ra/320.

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Chu, Pui-ni Florence. "Teachers' perceptions of introducing Putonghua as a medium of instruction for teaching Chinese language : implications for professional development /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472479.

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Mai, Ziyin. "Properties of the (shi)...de focus construction in adult L2 acquisition and heritage language acquisition of mandarin Chinese." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607706.

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Cheung, Wai Wan. "Conceptions of teaching and learning held by teachers of Mandarin and Cantonese in Chinese complementary schools in Scotland." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/24444.

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The thesis explores Chinese teachers’ conceptions of teaching and learning Chinese at Chinese complementary schools in Scotland. The teachers taught either Cantonese or Mandarin, the two main Chinese languages spoken by Scotland’s Chinese communities; teaching took place on a voluntary basis at weekends; the teachers were drawn from a variety of occupations; most of the pupils were of Chinese ethnicity, with in addition some non-Chinese children. The research mainly draws on phenomenography, a research approach that investigates variation in conceptions of different phenomena as these appear to particular groups of people – in this case, teachers of Chinese in Scottish complementary schools. The variation refers to the different conceptions of teaching and learning that were identified in the group of teachers as a whole. Semi-structured interviews with each individual teacher were devised, conducted and analysed according to phenomenographic procedures. From the group as a whole six key conceptions of teaching were identified, and likewise six key conceptions of learning. In addition, the research focused on a smaller number of teachers in order to identify individual profiles in greater depth. The teacher interviews also elicited the metaphors that the teachers considered represented good teaching and learning. The interviews also served to identify the factors that the teachers considered had most influenced their conceptions, and they were complemented by qualitative classroom observations designed to identify factors that would allow the researcher to better understand the context in which the teachers had formed their conceptions. The findings showed that Mandarin and Cantonese teachers had much in common, but that also there were clear differences in particular areas that seemed to be explained both by differences in culture between Mandarin-speaking Mainland China and Cantonese-speaking Hong Kong, and also by emerging differences in power and status, with Mandarin assuming a dominant role and Cantonese showing some decline in numbers and in optimism, with some parents switching their children over from Cantonese to Mandarin. More generally, the findings suggested that the teachers were dedicated, adaptable, and different from the stereotypical perception of Chinese teachers of the sort that emphasises examinations, rote-learning and authoritarian teaching style. The teachers in the present study generally understood their pupils had multiple identities and they sought to teach in a child-centred way, and to help their pupils preserve moral values and a Chinese component of their identity through learning Chinese language and experiencing Chinese culture.
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Ngan, Yuen-pik, and 顏婉璧. "Putonghua as a medium of instruction in teaching Chinese language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040227.

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Hawksley, Andrea Johanna. "An online system for entering and annotating non-native Mandarin Chinese speech for language teaching." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/46128.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2008.
Includes bibliographical references (leaves 59-62).
This thesis describes the design and implementation of an intuitive online system for the annotation of non-native Mandarin Chinese speech by native Chinese speakers. This system will allow speech recognition researchers to easily generate a corpus of labeled non-native speech. We have five native Chinese speakers test the annotation system on a sample bank of 250 Chinese utterances and observe fair to moderate inter-rater agreement scores. In addition to giving us a benchmark for inter-rater agreement, this also demonstrates the feasibility of having remote graders annotate sets of utterances. Finally, we extend our work to Chinese language instruction by creating a web-based interface for Chinese reading assignments. Our design is a simple, integrated solution for completing and correcting of spoken reading assignments, that also streamlines the compilation of a corpus of labeled non-native speech for use in future research.
by Andrea Johanna Hawksley.
M.Eng.
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Ngan, Yuen-pik. "Putonghua as a medium of instruction in teaching Chinese language Ge an yan jiu : yi Putonghua jiao shou Zhongguo yu wen ke de shi kuang diao cha /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040227.

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Tutatchikova, Olga Petrovna. "Acquisition of Mandarin Chinese pronunciation by foreign learners : the role of memory in learning and teaching." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239365453.

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Leung, Pamela Pui-wan, and n/a. "On Becoming a Chinese Language Teacher: Pre-Service Teachers' Perceptions of Chinese Learning and Teaching, and their Classroom Practices in Hong Kong." Griffith University. School of Cognition, Language and Special Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051103.122245.

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The continual decline of Chinese proficiency has caused serious concerns in Hong Kong. Although most Hong Kong people speak Chinese as their first language, they have not been strongly motivated to learn it in part because of the socio- economic status of English, and in part because of the discrepancies between the spoken and the written forms of Chinese. The absence of a link between the spoken dialect (Cantonese) and the written Modem Standard Chinese language (based mainly on the syntax of Mandarin) makes the learning of Chinese in the 'trilingual' (Cantonese, Mandarin and English) and 'biliterate' (Chinese and English) society laborious. The perception that Chinese proficiency is waning has led to criticisms of the quality of language teachers and language teacher education in the community. Hence, a study of the problems in Chinese language teacher education in Hong Kong is an indispensable step in improving the quality of Chinese language education in Hong Kong. This study takes pre-service teachers' (PST) perceptions as the predomhant factor in understanding how they learn to become a teacher of Chinese. As both students and teachers, the PSTs in this study provide insights into learning, teaching, and learning to teach, the Chinese language. Famous for its cultural tradition, Chinese teaching is typically transmissive. In particular, teachers of Chinese are expected to teach with a missionary zeal for 'educating' students by acting as exemplars. As a result, how a teacher teaches is often determined by how he or she was taught to interpret the nature of Chinese Language. The use of texts written by distinguished authors as teaching materials further encourages language teachers to give higher priority to literature, culture and moral education than language use. Inheriting such a tradition, modem Chinese language teacher education is faced with multiple challenges: to promote cognitive developments in teachers and cognitive teaching approaches to meet the needs of rapidly developing society, and to prepare teachers to maintain a proper balance between moral education and appreciation of culture and literature on the one hand, and teaching language use on the other. This study draws on the literature on Chinese language education, TESOL (teaching English to speakers of other languages), learning to teach, teacher knowledge, beliefs and perceptions, and develops a conceptual framework to interpret the relationships between perceptions and practices as a reciprocal cycle. Perceptions of self as a teacher, the subject matter, and teaching and learning of the subject matter are inseparable from the beliefs and knowledge of the PSTs, which affect how they prepare lesson plans to teach and actually teach in the classrooms. Planning and classroom practices are realised in teaching objectives, instructional strategies and evaluation of teaching effectiveness, which then reinforce knowledge, beliefs and perceptions. The cycle goes on as the PSTs learn more about teaching and accumulate teaching experiences. From this recurring cycle, the PSTs generate personal theories of teaching a specific subject. This study is longitudinal in design, which follows a logical procedure of inquiry. It first examines the PSTs' perceptions of teaching and learning Chinese on entry to, during and on exit from a.two-year teacher education program. Then it turns to the perceptual development and the sources of perceptions and perceptual changes, and how they impact on the PSTs. Finally, the complex relationship between perceptions, lesson planning and classroom practices are elaborated. In particular, data collected in some stages were dependent on the findings of the preceding stage. This adds complexity to the overall research desip of the study. This study uses a multimethod approach with two research populations -the questionnaire surveys of the entire cohort and qualitative data collection from twelve sub-sample participants. Because of the lack of well-established research instruments in the Chinese research context, all methods of inquiry have been revised according to the results of pilot studies. The multimethod approach in this study demonstrates how questionnaire surveys, repertory grids, individual interviews, focus groups, classroom observations and the analyses of lesson plans and reflective journals can be used in a complementary manner to assure the validity of the research. Questionnaire surveys yield the overall perceptions of the cohort on entry to and exit from the teacher education program. The perceptual development of the entire cohort is understood by the findings of the two surveys. Against the backdrop of the overall perceptions of the cohort, the qualitative methods are used to study the sub-sample. Repertory grids reveal the participants' views of teachers of Chinese from different perspectives, whereas individual interviews and focus group discussions tap more deeply into the participants' thinking about how they have learned to teach Chinese. Other qualitative methods such as classroom observation and the analyses of lesson plans and reflective journals provide compelling evidence for indicating the extent that the participants have grasped the craft of teaching. This study suggests from the persistent perceptions and perceptual development of the PSTs that Chinese language education in Hong Kong has been ineffective. Ineffective Chinese language education has a long-lasting negative impact on students including the PSTs. The strong emphasis on literature, culture and moral education, and the knowledge telling and teacher-led traditions have led to a low level of cognitive demand in Chinese teaching. The procedures recommended for teaching a text in Chinese and the assessment criteria of the teacher education program have encouraged the,PSTs to become more didactic in teaching, although they themselves are aware that they should pay more attention to the needs of students. This study argues that student teachers' perspectives form a critical element in reforming Chinese language teacher education in Hong Kong, and that language teacher education should first be ameliorated before language education can be effectively improved. Not only should PSTs of Chinese Language be equipped with better subject matter knowledge, general pedagogical knowledge and pedagogical content knowledge, but Chinese language teacher educators should also be cognisant of the necessity for change. Because learning to teach is often discipline-based, it is more cost-effective and consistent if the teacher educators' Chinese language classes also emphasise cognitive development in the PSTs. To be real exemplars for the PSTs, the Chinese language teacher educators should be involved in continuing critical evaluation of their own practices.
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Li, Aike. "L2 rhythm development by Mandarin and German learners of English." Thesis, University of Cambridge, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707918.

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Books on the topic "Teaching Mandarin Chinese"

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Complete Mandarin Chinese. [Blacklick, Ohio]: McGraw-Hill, 2010.

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Get talking Chinese: Mandarin Chinese for beginners. New York: DK Publishing, 2007.

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Yew, Lee Kuan. Keeping my Mandarin alive: Lee Kuan Yew's language learning experience. Singapore: World Scientific, 2005.

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Wheatley, Julian K. Learning chinese: A foundation course in Mandarin, intermediate level. New Haven, CT: Yale University Press, 2014.

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Qing jing hua yu: Chinese for everyday scenarios : beginning Mandarin Chinese for native English speakers and Chinese teachers. Xinbei Shi: Tong yi chu ban she you xian gong si, 2012.

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Hunt, Reginald. Mandarin blue: RAF Chinese linguists in the Cold War, 1951-1962. Oxford: Hurusco Books, 2008.

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Hsieh, Bata. English conversation. Taiwan: Cai Zu, 2003.

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1954-, Lang Yong, ed. Chinese: Communicating in the culture : performance text two : beginning course in spoken Mandarin. Columbus, OH: Foreign Language Publications, National East Asian Languages Resource Center The Ohio State University, 2015.

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Seligman, Scott D. Mandarin Chinese at a glance: Phrase book & dictionary for travellers. 3rd ed. Hauppauge, N.Y: Barron's, 2007.

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Sun, Sylvia Henel. The development of a lexical tone phonology in American adult learners of standard Mandarin Chinese. Honolulu, HI: Second Language Teaching & Curriculum Center, University of Hawaii at Manoa, 1997.

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Book chapters on the topic "Teaching Mandarin Chinese"

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Sparvoli, Carlotta. "From Phonological Studies to Teaching Mandarin Tone." In Key Issues In Chinese as a Second Language Research, 81–100. New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315660264-4.

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Jin, Tinghe. "An intercultural approach to teaching and learning Chinese." In Interculturality in Learning Mandarin Chinese in British Universities, 123–54. London; New York: Routledge, 2020. | Series: Routledge Chinese language pedagogy: Routledge, 2020. http://dx.doi.org/10.4324/9781315392905-7.

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Chen, Jidong. "The emergence of verb argument structure in Mandarin Chinese." In Integrating Chinese Linguistic Research and Language Teaching and Learning, 1–12. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/scld.7.01che.

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Li, Yingjie, and Goun Lee. "The Effect of Perceptual Training on Teaching Mandarin Chinese Tones." In The Acquisition of Chinese as a Second Language Pronunciation, 107–39. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-3809-4_5.

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Goh, Hock Huan, Chunsheng Zhao, and Siew Hoon Kwek. "Mandarin Competence of Primary School Students in Singapore: A Preliminary Comparison Across Academic Level and Home Language Backgrounds." In Teaching Chinese Language in Singapore, 51–62. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8860-5_4.

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

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Třísková, Hana. "De-stressed words in Mandarin: drawing parallel with English." In Integrating Chinese Linguistic Research and Language Teaching and Learning, 121–44. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/scld.7.07tri.

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Meng, Nan. "“Repeat After Me”: Is There a Better Way to Correct Tone Errors in Teaching Mandarin Chinese as a Second Language?" In The Acquisition of Chinese as a Second Language Pronunciation, 163–73. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-3809-4_7.

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"Teaching Mandarin Chinese Tones." In Second Language Acquisition of Mandarin Chinese Tones, 112–31. Brill | Rodopi, 2018. http://dx.doi.org/10.1163/9789004364790_008.

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Pugh-Opher, Francesca. "Teaching and Learning Mandarin Chinese." In Implementing Augmented Reality Into Immersive Virtual Learning Environments, 163–80. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4222-4.ch010.

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Abstract:
The advancement of new technologies in K-12 educational settings has the potential for new learner experiences and outcomes. The integration of gamification and simulation into second language learning classrooms has the potential to support language learning for young learners. This chapter explores effective ways to introduce instructional models and technological tools for immersing early childhood learners in the second language learning process. In this chapter, the author describes the need for gamified and simulated virtual technologies to facilitate the learning of Mandarin Chinese in an early childhood setting.
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Conference papers on the topic "Teaching Mandarin Chinese"

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Loerbroks, Nicolas, Yue Sun, Yoshinori Sagisaka, and Jinsong Zhang. "Visualization of Mandarin Chinese Tone Production of Japanese L2 Learners for evaluation." In Language Teaching, Learning and Technology. ISCA, 2016. http://dx.doi.org/10.21437/ltlt.2016-1.

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Liang, Min-Siong, Jian-Yung Hung, Ren-Yuan Lyu, and Yuang-Chin Chiang. "Pronunciation Error Detection for Computer Assisted Pronunciation Teaching in Mandarin." In 2008 6th International Symposium on Chinese Spoken Language Processing (ISCSLP). IEEE, 2008. http://dx.doi.org/10.1109/chinsl.2008.ecp.98.

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Yang, Shi-min, and Qiao-ling Dai. "Current Situation and Reform Approaches of Mandarin Teaching in Chinese Universities." In 3d International Conference on Applied Social Science Research (ICASSR 2015). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icassr-15.2016.124.

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Li, Hong. "The Lexicalization of “na X” in Mandarin Chinese and Its Teaching Chinese as a Foreign Language." In 2020 3rd International Seminar on Education Research and Social Science (ISERSS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210120.083.

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