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Journal articles on the topic 'Teaching Mandarin Chinese'
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1
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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Sutami, Hermina. "Fungsi dan Kedudukan Bahasa Mandarin di Indonesia." Paradigma, Jurnal Kajian Budaya 2, no. 2 (February 15, 2016): 212. http://dx.doi.org/10.17510/paradigma.v2i2.28.
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<p>Since Political Reformed in 1998, teaching of Mandarin language burst out everywhere. Many schools—from primary until senior high school, even kindergarten—teach Mandarin. Having skill in Mandarin has become one prerequisite for new employees recruitment. In order to anticipate this situation, many schoolmasters without having understanding about our National Language Political Policy thought that Mandarin should be taught. They do not know that after nearly 30 years Mandarin was prohibited, the teaching Mandarin planning is really hard to be realised. There is no Mandarin language teacher, text book for Indonesian students, curriculum and syllabus, etc. In fact, many schools try to find old people who were educated in Chinese Schools before the era of late President Suharto to teach Mandarin. The result is far from what they expect. The Department of Education and Culture tried to overcome these problems, but there are still many problems facing us. This paper tried to show the problems, and gave suggesstion to overcome.</p>
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QIANG, NIU, and MARTIN WOLFF. "The Chinglish syndrome: Do recent developments endanger the language policy of China?" English Today 19, no. 4 (October 2003): 30–35. http://dx.doi.org/10.1017/s026607840300405x.
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A GREAT DEAL has been said and written about various approaches to the successful methodology for teaching English as a second language in China. Entire professional journals are devoted to the subject, such as Teaching English In China and Foreign Language Teaching and Research Press. But no matter how much is written, and no matter what teaching method is employed, the bottom line is that the average Chinese student learns to communicate orally in ‘Chinglish’: that is, in Mandarin sprinkled with English words and phrases or in English with a Mandarin-induced syntax.
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Mulawarni, Mulawarni. "Error Analysis on Han Character Stroke Writing (汉字 Hànzì) of Mandarin Language Teachers (Participants on Training for Senior High Schools/Vocational Schools/ Islamic High Schools Chinese Language Teachers on Critical Literacy and HOTS)." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 18, no. 2 (July 29, 2019): 155–65. http://dx.doi.org/10.21009/bahtera.182.05.
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ABSTRACT
Mandarin language has been one of the subjects in 2013 Curriculum as one of the foreign languages taught in schools starting from elementary to universities. Due to high interest in Chinese language in opening career opportunities to people who can master the language, there is also an increase of interest on not only the language but also on how to teach the language. Teachers in this context the teachers of Mandarin language at least master the basic of teaching Mandarin language in the five elements. On this matter, there are errors in the writing of Han Characters that occurs during the learning process on learners and teachers. The errors cover the strokes misalignment on written texts of describing oneself. This study analyzes the common mistakes of Chinese stroke writing on Teachers of Chinese language teachers in Indonesia on training programmes.
Key Words: Han Characters; Error Analysis in writing; writing misalignment; Chinese stroke writing and Mandarin Language Teachers.
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Limuria, Rika, and Septerianie Sutandi. "Analisis Kebutuhan Bahasa Mandarin Dunia Usaha Di Jawa Barat." JLA (Jurnal Lingua Applicata) 2, no. 1 (September 9, 2019): 1. http://dx.doi.org/10.22146/jla.33118.
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China’s increasing investment in Indonesia has resulted in higher demand of professional that is fluent in Chinese for business purposes. This research aims to analyze the needs of stakeholder and learners on Chinese for business purposes, and to evaluate whether this needs have been answered by curriculum implementation in higher education level. The writer analyzes the needs of stakeholder and learners by using quantitative qualitative method, evaluates teaching methods and learning materials used in X University in West Java, and compare the analysis of stakeholder and learners’ needs to the evaluation of learning materials and teaching method implemented in X University in West Java. This research aims to provide reference of stakeholder and learners’ needs on Chinese for business purposes, and thus provide basis for the design of Chinese for business purposes curriculum in Indonesia.
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MCGINNIS, SCOTT. "Tonal Spelling versus Diacritics for Teaching Pronunciation of Mandarin Chinese." Modern Language Journal 81, no. 2 (June 1997): 228–36. http://dx.doi.org/10.1111/j.1540-4781.1997.tb01178.x.
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Fitria, Ayu, Yumna Rasyid, and Ninuk Lustyantie. "A NEEDS ANALYSIS OF CHINESE LANGUAGE TEACHING MATERIALS FOR STUDENTS OF BUSINESS AND MANAGEMENT MAJORS IN A VOCATIONAL HIGH SCHOOL." Polyglot: Jurnal Ilmiah 15, no. 1 (January 30, 2019): 1. http://dx.doi.org/10.19166/pji.v15i1.1086.
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<p>The purpose of this study was to identify the Chinese language teaching materials for students of business and management majors in a vocational high school. This research method was qualitative. The process of collecting data used observation activities, interviews and questionnaires. This study found that the Chinese teaching materials which have been used in a vocational high school especially in business and management majors were still general and not relevant to the needs of students. The results of this study also indicated that the expected design of Chinese language teaching materials should be specifically integrated to the students’ majors and the competency levels of their expertise. In addition, the teaching materials also should be designed with multimedia to support the learning process and students’ experiences.</p><p><strong>BAHASA INDONESIA ABSTRAK: </strong>Penelitian ini bertujuan untuk mengidentifikasi kebutuhan model materi ajar bahasa Mandarin untuk Sekolah Menengah Kejuruan Bidang Bisnis dan Manajemen. Penelitian ini merupakan penelitian kualitatif dengan proses pengumpulan data melalui observasi, wawancara dan kuesioner. Melalui penelitian ini ditemukan bahwa materi ajar bahasa Mandarin yang selama ini digunakan di Sekolah Menengah Kejuruan Bidang Bisnis dan Manajemen merupakan materi ajar yang bersifat umum dan belum memenuhi kebutuhan siswa. Hasil dari analisis kebutuhan menunjukkan bahwa materi ajar bahasa Mandarin yang diharapkan adalah materi ajar yang terintegrasi dan relevan dengan bidang dan program studi siswa sehingga dapat mendukung keahlian utamanya. Terlebih lagi materi ajar bahasa Mandarin yang diharapkan saat ini adalah materi ajar yang dikemas dengan basis multimedia.</p>
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Beasley, William, and Lih-Ching Chen Wang. "Using an iPhone or iPad for Tonal Activities in Teaching Mandarin Chinese." International Journal of Education 13, no. 2 (May 21, 2021): 36. http://dx.doi.org/10.5296/ije.v13i2.18675.
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Tonal variation is a critical component of spoken Mandarin Chinese, but is relatively rare in Western languages such as English. Native speakers of Western languages who seek to learn Mandarin Chinese often find it particularly difficult to hear and reproduce the tonal variations that are required for fluency in the language. Auditory exercises focusing on detecting tonal variation in sound files can help such learners improve their ability to accurately perceive these variations over time. Recent developments in consumer technology, such as inexpensive smartphones and tablets, have provided tools that ease the process of creating and distributing such exercises. This article will describe the essence of the content to be employed in such learning activities and provide details of the process used to record and distribute them via smartphone.
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Temmy, Temmy. "A Brief Analysis of Vocabulary Teaching in Teaching Chinese as a Second Language." Lingua Cultura 8, no. 1 (May 31, 2014): 8. http://dx.doi.org/10.21512/lc.v8i1.435.
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The goal of the article was to develop Mandarin vocabulary teaching material for Indonesian people and foreigners. Teaching material was developed by cutting vocabulary, called Chunk theory. Article clarified Chunk theory, basic strategy of teaching Chunk theory, and the basic idea of teaching Chunk theory; gave opinions and some important factors related to Chunk theory. It can be concluded that there is a significant factor in teaching Chunk theory, that is, a meaning transformation process to different context. It can be more (Chunk Up), less (Chunk Down), and similar (Chunk Laterally).
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Su, Danjie, and Hongyin Tao. "Teaching the Mandarin utterance-final particle le through authentic materials." Chinese as a Second Language Research 7, no. 1 (April 25, 2018): 15–45. http://dx.doi.org/10.1515/caslar-2018-0002.
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AbstractThe Mandarin utterance-final particle le is among the most difficult and elusive grammatical features that learners of Chinese often encounter, owing to its rich interactional pragmatic functions and the lack of a counterpart in many first languages. In this article, we use media clips to illustrate a beginning-level language teaching unit for this feature. We show that authentic materials can be used to address pedagogical issues with some of the most difficult grammatical phenomena in Chinese and that this can be accomplished via material design, classroom activities, and assessment methods – all at the beginning level. (All relevant video clips used in this article can be found from this website: http://clicresearch.rice.edu/caslar-authentic-spoken-language/#le)
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Rosalin, Kelly, and Agustian Agustian. "Prinsip Penulisan Bahan Ajar Bahasa Mandarin yang Efektif untuk Jurusan Komunikasi Pemasaran Universitas Bina Nusantara." Lingua Cultura 8, no. 2 (November 28, 2014): 70. http://dx.doi.org/10.21512/lc.v8i2.445.
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Article discussed the writing principles that must be considered in compiling Chinese language teaching material specifically used for Marketing Communication students regarding the interest and target of Marketing Communication of Bina Nusantara University. The methodologies used are descriptive quantitative for distributing questionnaires and qualitative approach through observation and interview. Research found the appropriate and effective Chinese language teaching material would enhance the standard of Chinese language learning. At present, Chinese language teaching material used by Marketing Communication students has not been able to fulfill their requirements. In addition, the target learners of the teaching material are universal.
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Yao, Junming. "F 0 declination of intonation groups in Spanish and in Mandarin Chinese." Prosodic Issues in Language Contact Situations 16, no. 3 (December 31, 2019): 523–42. http://dx.doi.org/10.1075/sic.00049.yao.
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Abstract Mandarin Chinese and Spanish are the first two languages in the world by number of speakers. The interaction between speakers and thus between the two languages increases day by day. There are more and more Chinese students who study Spanish and Spanish students who study Chinese. At the same time, difficulties arise from the teaching-learning process, particularly with regard to phonetics, and more specifically the intonation, as they are two typologically-different languages. However, there exist very few comparative studies between them. This article seeks to explore the global declination of intonation groups in Spanish and Mandarin Chinese and we found similarities and differences between these two languages. To do this, we created a corpus of 278 isolated and unmarked sentences and 140 neutral paragraphs in Mandarin Chinese (totally 651 sentences), while in Spanish we used data from previous studies. The corpus was recorded by nine native speakers, three men and six women. We approached this study from a phonetic point of view and used the Garrido model (Garrido 1996, 2001, 2010) to compare the declination effect on the two languages according to different factors such as sentence type, the position of the intonation group within the utterance and length of the group. We also proposed for future study some possible methods for teaching Chinese and Spanish intonation as a second language.
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Domos, Erma. "MOTIVASI SISWA SMA TERHADAP PELAJARAN BAHASA MANDARIN." Inovbiz: Jurnal Inovasi Bisnis 6, no. 2 (January 25, 2019): 195. http://dx.doi.org/10.35314/inovbiz.v6i2.876.
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In the opinion of Indonesian schools, Chinese study has one short coming. This continued for 30 years making many young Indonesians cannot speak Chinese language (Mandarin) and unable to speak dialect too. As society progresses, Chinese once again became Indonesians second language without the auxiliary aid of parents, the teaching of Indonesian literature and language rested on the teacher. Under this special conditions, no one has researched into the Indonesian students method of studying Chinese Language. The author admits personality affect and so does family background, race hence educational level of the language teacher will deeply influence the Indonesian students study of Chinese language. A research of Bandung students in Indonesia shows, diligent study of Chinese language has many reasons. Some students feel that studying Chinese is a kind of challenge, some study because of the encouragement of their parents, while others study out of admiration for China and Chinese culture. Through the study of Chinese language can appreciate Chinese art, culture, history and morality. In addiction, it can help in securing employment. In this research, which is based on a related international study, it referenced previous studies on studying Chinese language as a foreign language through a questionnaire. Survey focusing on the motivation and analysis factors of Bandung Indonesian student. This research focused on 5 high schools and a total of 534 students and drew some interesting conclusions. As students study Chinese language, gender, age, grade, origin, length of study, level of parents and teachers have great relevance.
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Hsin, Shih-Chang, Ching-Wei Wang, and Yu-Hui Huang. "An International Cooperative Model of Online Chinese Courses." International Journal of Humanities and Arts Computing 8, supplement (March 2014): 95–106. http://dx.doi.org/10.3366/ijhac.2014.0101.
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This research project attempts to build a new cooperative model with the superintendents of school districts of various states in the United States. The idea behind the project is based on the urgent need of Mandarin Chinese courses in middle school level in the US. Since most school districts encounter the problem of not having enough Chinese teachers or teaching resources, offering Chinese courses through internet videoconferencing from Taiwan could be a feasible solution. This project involved some aspects including teaching materials design specifically for online instruction, communication with schools and their teachers/students, teacher's training for synchronized online instruction, e-learning platform and facilities arrangement, and problem solving along the implementation process. The program has been implemented during the year of 2012. We have cooperative agreements with five schools districts in different states and have established a workable operation model for this international cooperation. Through this cooperative model, American students gain the benefit of learning resources through internet, and Mandarin educators and researchers in Taiwan also gain new insights on how to promote the Chinese language learning in the global community.
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Wu, Guo. "The teaching of Chinese and the Chinese way of thinking." Australian Review of Applied Linguistics. Series S 12 (January 1, 1995): 131–52. http://dx.doi.org/10.1075/aralss.12.09wu.
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Abstract The teaching of Mandarin Chinese can be enhanced by the application of principles underlying the Chinese way of thinking -the Conceptual Sequence Principle (CSP) (Wu 1992:53) and the Principle of Temporal Sequence (PTS) (Tai 1985:61). These are fundamental principles motivating syntactic structures and discourse organisations in Chinese. The two principles capture the most general tendency of Chinese syntactic structures and discourse organisation. CSP accounts for various double (or multiple) nominative constructions typical of the language including Subject-Object-Verb (SOV) and Object-Subject-Verb (OSV) patterns, whereas PTS explains the relative position of verbs in verb compounds and serial verb constructions, and the position of adverbials – typically those of time and location – in relation to the verb in a sentence, as well as the because-therefore discourse pattern (Kirkpatrick 1991:183). An understanding of the two principles will not only enable students to gain insight into the Chinese language and avoid common mistakes caused by the interference of their mother tongue, but also assist them to understand the Chinese way of thinking and achieve interactive competence in the language.
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Anggreani, Lydia. "A Brief Analysis of Errors and Their Causes of Indonesian Students Learning Chinese Characters 浅析印尼留学生学习汉字的偏误及原因." Humaniora 6, no. 3 (July 30, 2015): 334. http://dx.doi.org/10.21512/humaniora.v6i3.3358.
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Chinese characters are symbols of written notation system. It is the carrier of heritage and development of Chinese cultural. Teaching Chinese as a foreign language is a new discipline that has rapidly developed, but Chinese characters are difficult to be taught and write. For bahasa Indonesia doesn't have any relation with Mandarin, it is easy to make mistake in learning Mandarin. When Indonesian students learned Chinese characters, they found that Chinese characters were one of the difficulties. Some of the students realized the importance of Chinese characters. They had learned every day, but the results were not ideal. Because some of the students did not learn very well in Chinese word, it affected their improvement in their listening, speaking, reading, and writing skill, also it affected their interest in learning Chinese. Nevertheless, some students found that Chinese characters were very hard so it pushed them to try harder in learning Mandarin and this kind of effort made them get good result; hence, it actually had some psychology effect. Research was done onIndonesian born Chinese that study abroad. Data collection was gathered from student’s exercises, homeworks, and exams. The result of the research is that Indonesian born Chinese usually didn't follow the right stroke in when learning Chinese characters.
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Ding, Hongwei, Rüdiger Hoffmann, and Oliver Jokisch. "An Investigation of Tone Perception and Production in German Learners of Mandarin." Archives of Acoustics 36, no. 3 (September 1, 2011): 509–18. http://dx.doi.org/10.2478/v10168-011-0036-6.
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AbstractThis study investigates the possible errors related to Mandarin tone perception and production by German speakers. In a preliminary test, 23 German listeners should identify the tones of 186 monosyllables. Results show that exposure to Mandarin Chinese can help to discriminate lexical tones as highly expected. In the main experiment, 17 German subjects were asked to take part in a perception and production test. Stimulus of perception involves 48 monosyllables uttered by a standard professional Chinese speaker; acoustic measures were conducted to analyze the production of 72 monosyllables for each subject. It is found that German speakers have much smallerf0 range than Chinese native speakers. Findings can provide implications for cross language studies and teaching practices.
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Yang, Chunsheng, and Han Luo. "The acquisition of Mandarin dative constructions by L2 and heritage learners." Chinese as a Second Language Research 6, no. 2 (October 26, 2017): 251–75. http://dx.doi.org/10.1515/caslar-2017-0011.
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AbstractThis study examines the acquisition of Mandarin dative constructions by second language (L2) and heritage learners of Mandarin Chinese. Three groups of speakers (L2, heritage, and native, 20 in each group) participated in this study by completing a questionnaire consisting of sentence translation and grammaticality judgment tasks on Mandarin dative constructions. In both tasks, native speakers outperformed the heritage learners, who in turn outperformed the L2 learners. The variance of performance in the two tasks across groups can be attributed to several factors, including linguistic universal, first language (L1) transfer, and individual difference. This study shows that L2 acquisition is a complex system and no single factor can fully explain or predict L2 learning outcomes. The findings of this study also have important pedagogical implications for L2 Chinese teaching.
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Budianingsih, Tri. "Quantum-Based Approach For Learning Spoken Mandarin: A Model Of Teaching Material." JETL (Journal Of Education, Teaching and Learning) 3, no. 1 (March 30, 2018): 159. http://dx.doi.org/10.26737/jetl.v3i1.663.
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This study is an of R&D (Research and Development) program which aims to produce teaching material for learning Mandarin. In producing the teaching material, this research considered the following steps: (1) analysis of needs, (2) development of teaching material (i.e. teaching material plan, product design and test (phase 1), and limited operation test (phase 2), (3) effectivity test and readability test. This research used Kemp, Borg, and Gall mixed model. This research is conducted at University of Al Azhar Indonesia (UAI), and subjected as a trial in the second-semester course. The result suggests teaching material for speaking Chinese, that is based on the quantum approach, is effective in enhancing spoken Chinese ability within students of Chinese Study Programme in UAI. The result of re-pretest in average was 77,82, whereas the result of post-test 82,12. This suggests an increase after the model is implemented as a trial. Both samples represented the normal distribution. Further, the homogeneity test revealed the number of counted F (2,25) fell under the F table (3,19). Therefore, both groups appeared to have the same variant or homogeny. On the other hand, counted t value (2,18) is higher than t table (1,73). The result indicates significant difference so as to confirm the hypothesis of this study.
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Wang, Haiyan. "The Acquisition of Mandarin Modal Verbs by English Speakers." Theory and Practice in Language Studies 6, no. 8 (August 1, 2016): 1637. http://dx.doi.org/10.17507/tpls.0608.17.
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This article aims to investigate the acquisition of Chinese modals by native English speakers based on the production materials in written discourse. The results show that the functional category is accessible to the L2 learners. Their knowledge of the semantic properties of the modals is impaired, as exemplified by the errors: omission, redundancy, word order and misuse. The finding is in conformity with the Interface Hypothesis (Tsimpli & Sorace, 2006). Finally, the article explores the implications of this study for teaching Chinese as a foreign language.
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Marimun, Sri Wahyuni, and Anuar Ahmad. "LEVEL OF READINESS OF MALAY STUDENTS TO LEARN HISTORY IN CHINESE LANGUAGE SCHOOL (SRJKC) USING MANDARIN AND ITS RELATIONSHIP TO ACHIEVEMENT." International Journal of Humanities, Philosophy and Language 2, no. 7 (September 15, 2019): 93–106. http://dx.doi.org/10.35631/ijhpl.27008.
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: This study is aimed to find out the level of readiness of Malay students at Chinese School School (SRJKC) in studying History in Chinese (Chinese). The level of readiness of the Malay students in the school is based on students' cognitive, affective, psychomotor readiness through the focus of the students' understanding of teachers' teaching, student commitment to master the content of learning and their own initiative to learn History using Mandarin (Chinese) introduction to the school. Therefore, the sample consists of 6 Malay students. The students are Year 6 students at Chinese school (SRJKC). Then, this research approach is qualitative. Research methods such as interviews, observations, and analysis of documents used in this study were aimed at collecting important data of the study. Proven in this study the readiness of students in studying History is always related to achievement. The overall findings of the readiness of students to understand the teaching of History teachers in the classroom and the level of achievement of Malay students in the History subject both are at a moderate level.
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Lee, Philip Yungkin. "Some examples of listening exercises in Mandarin." Australian Review of Applied Linguistics. Series S 12 (January 1, 1995): 229–49. http://dx.doi.org/10.1075/aralss.12.14lee.
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Abstract The developing of listening skills is one of the main problem areas of learning to speak Chinese. Beginning students are often baffled by Chinese words which they consider to be homophones, or by words differing only in tones. They need to be convinced that these problems inherent in learning the Chinese language can be overcome if they develop strategies to listen for structures meaning. Since Krashen (1980) pioneered the concept of Comprehensible Input, language teachers have tried to produce listening materials to simulate situations for students to practise authentic language. Some of these teachers include ESL teachers such as Penny Ur, Mary Underwood and Jack Richards. They have produced teachers’ resource books and conducted research on methodological issues. I have been a member of a team of teachers from the University of New South Wales who have undertaken to produce listening packages using authentic-like materials. One of the outcomes of this project is the production of Listening to Mandarin. This paper gives some examples of the strategies used and discusses problems in the teaching of listening comprehension in Mandarin.
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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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Wing-Yu Tam, Hugo. "「是」字句和「是……的」句的教學語法: 以九套國際學校中文教材為例." Global Chinese 7, no. 2 (September 1, 2021): 143–57. http://dx.doi.org/10.1515/glochi-2021-2007.
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Abstract Due to the economic growth in East and Southeast Asia, the global interest in teaching and learning Asian languages has been continually increasing in the past two decades. More and more international schools are offering Asian languages as elective second/foreign languages to adolescent learners, such as Arabic, modern Chinese (Cantonese/Mandarin), Japanese, and Malay. Since 2008, the most common grammatical mistake, shi (literally to be) had been highlighted by the Cambridge Assessment every single year in the IGCSE Mandarin (0547) examiner reports. This paper reviews the literature of the functions and the error patterns of copula verb shi and “shi…de” construction, then investigates how the textbooks describe the grammatical usages and sequence the different functions of shi for young learners. Based on the qualitative research findings, this study proposes suggestions for improving the description of grammar items in Mandarin textbooks, and illustrates the classroom activities and teaching strategies for parts of speech in the international school context. This research has implications for second language acquisition, pedagogical grammar, and teacher education for IGCSE Mandarin.
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Chen, Jidong, and Xinchun Wang. "A Longitudinal Study of the Acquisition of the Polysemous Verb 打 dǎ in Mandarin Chinese." Languages 5, no. 2 (May 18, 2020): 23. http://dx.doi.org/10.3390/languages5020023.
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Lexical ambiguity abounds in languages and multiple one-to-many form-function mappings create challenges for language learners. This study extends the theoretical approaches to the acquisition of polysemy to the Mandarin verb 打 dǎ, which is highly polysemous and among the earliest verbs in child speech. It analyzes longitudinal naturalistic data of nine children (1;05–3;10) from two Mandarin child speech corpora to explore the developmental trajectory of different senses of 打 dǎ and the role of input. The results support a continuous derivational and restricted monosemy approach: children initially extract a core feature of 打 dǎ, but only apply it in a restricted way, reflected in a small number of senses in a limited set of semantic domains and syntactic frames, revealing an early preference for initial unambiguous form-meaning mappings. Mandarin-speaking children’s production mirrors the semantic and syntactic distribution of the input, supporting the usage-based approach to the acquisition of polysemy that meaning is derived from the confluence of lexical and syntactic cues in the usage patterns in the input. Our research is the first longitudinal study of the emergence and development of polysemous verbs in Mandarin and has pedagogical implications for teaching Mandarin as a second language.
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Agustian, Agustian. "Learning Outcomes of Chinese Language Training for Binus University Employees." Humaniora 7, no. 1 (January 30, 2016): 54. http://dx.doi.org/10.21512/humaniora.v7i1.3488.
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This article discussed about the results of learning Chinese language for BINUS University employees. Learning method for adults and children are different, thus required teaching material and method that suit them. The aim of this research was to find out results of learning Chinese language through the material and teaching method used during training. The methods were descriptive qualitative, direct observation as trainer and collects participant test results as research data. The results show that teaching material is appropriate, however it needs to add review part. Direct method are used during the training makes the participants use Chinese language in daily conversation to achieve the goal of training. Indeed, it needs to strengthen mastery of participants’ basic Mandarin through explanation about using the vocabulary and adding the classroom activities.
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Montejo Rodriguez, Andres Mateo, Karen Daniela Fino Ortiz, and Astrid Ramírez Valencia. "Language classroom practices applied by native speaker teachers in a plurilingual elementary classroom." Revista Boletín Redipe 10, no. 2 (February 1, 2021): 131–43. http://dx.doi.org/10.36260/rbr.v10i2.1200.
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The need for learning a foreign language in this globalized world has become an essential skill, to the point English is not sufficient, but other foreign languages are required. Colombia has been reshaping its educational curriculum to achieve these foreign language skills. Though there are suggested curriculums for English, the lack of concrete methodologies for Chinese teaching leads to unsuccessful teaching practices. This exploratory case study will observe the first grade Mandarin class in a Colombian private institution whose teachers are native and non-native. There are obstacles in the native teacher's performance since she lacks knowledge of Colombian culture and strategies to implement; she teaches Mandarin through English and lacks a communicative bridge because she does not speak Spanish. This research focuses on those practices to analyze the strengths and weaknesses of the class development performed by Mandarin native speaker teachers and the implications and effect those practices have in first graders' learning processes.
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Theresia, Theresia. "The Problems of and Solutions to Chinese Education for Marketing Communication at Binus University." Humaniora 4, no. 1 (April 30, 2013): 665. http://dx.doi.org/10.21512/humaniora.v4i1.3475.
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Nowadays in Indonesia, more people realize the importance of using Chinese language. Therefore, at Binus University, Mandarin is taught not only in Chinese Literature Department, but also in non-Chinese Literature Department. Because the curriculum is still relatively new, students who have never studied Chinese language find some difficulties. The author through observations in the classroom found some problems that arise during the teaching and learning session. Through this paper, the author hopes to help to solve existing problems, to increase the level of Chinese language knowledge, and help to increase students’ interest in Chinese language.
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Wang, Chaoran. "Being a Chinese Teacher in a Rural Primary School in Tibet." International Journal of Teacher Education and Professional Development 1, no. 1 (January 2018): 36–47. http://dx.doi.org/10.4018/ijtepd.2018010103.
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China is a multi-ethnic country with one majority ethnic group (i.e. the Hans) and fifty-five minority groups. Nowadays Mandarin is a required course in Tibetan schools, and there are many Han Chinese recruited to teach Mandarin in Tibet. This article explores the identity development of a Han Chinese teacher as he works in a rural primary school in Tibet where the local language and culture is different from his own. From a social-cultural perspective and using narrative inquiry, this article views identity formation as an ongoing process involving interpretation and reinterpretation of one's living experiences as well as acknowledges the social and contextual constructions of one's life stories. The findings uncover the teacher's identity struggles as he tries to adapt to local traditions of teaching. The narratives generate important implications for policy makers and language teacher training programs.
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Biduri, Febi Nur, Yumna Rasyid, and Emzir Emzir. "The Analysis of Needs on Learning Materials in Context-Based Reading Mandarin Languages and Culture." JETL (Journal Of Education, Teaching and Learning) 3, no. 1 (March 1, 2018): 9. http://dx.doi.org/10.26737/jetl.v1i1.454.
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<p>A research and development of teaching materials will focus on the development of the textbook that suit the needs of students, lecturers, and also the majors. The knowledge of culture and literature that has been studied in Chinese Language and Culture study program of Darma Persada University is not maximum and suitable for the students’ needs. So to adjust to the needs of these students, the making of teaching materials in this study will use the contextual based theme of Chinese literature and culture. The literature and cultural themes used in this study consists different types of traditional Chinese folklore. The methodology used in this study refers to Hutchinson and Waters theory that includes the analysis of the needs of students and teachers. The data collections are conducted using questionnaire in the 5<sup>th</sup> of Chinese Language and Culture Faculty of Darma Persada University which consist of 18 students and 3 lecturers in reading class. The data analysis used in this study is quantitative. This research resulted that the use of appropriate teaching materials and in accordance with the needs of students will result in more effective learning, better learning outcomes, and a positive response on student attitudes. The material for reading the context-based Mandarin literary works and culture resulting from this development research has also encouraged the students to be more active during the teaching and learning process.</p>
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Sun, Wanning, and Haiqing Yu. "WeChatting the Australian Election: Mandarin-Speaking Migrants and the Teaching of New Citizenship Practices." Social Media + Society 6, no. 1 (January 2020): 205630512090344. http://dx.doi.org/10.1177/2056305120903441.
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With the number of Mandarin-speaking migrants on the rise in Australia and the centrality of Chinese social media platforms among a large majority of this cohort, it is time that we examined the role of WeChat in political communication and citizenship education among Chinese migrants. In the lead-up to the May 2019 federal election, WeChat became a political campaigning battlefield in which candidates held live WeChat sessions with Chinese Australian voters. Despite much discussion about WeChat’s impact on Australian politics, there is little understanding of its potential educational role in citizen-making: to what extent does WeChat educate new citizens about Australia’s political system, democratic values, and electoral processes? This article uses the 2019 federal election as a prism through which to explore civic education and citizen-making in the digital space of WeChat. Drawing on online surveys, sustained digital ethnographic observation, and in-depth one-on-one interviews, we ask whether and how the work of certain individuals in this digital space engenders a new form of community leadership and a more engaged form of civic behavior. We also assess WeChat’s potential in facilitating the process of political integration for new migrants from authoritarian societies.
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Lee, Siu-lun. "Pedagogical Foci of Teaching Cantonese as a Second Language." International Journal of Curriculum Development and Learning Measurement 1, no. 1 (January 2020): 1–10. http://dx.doi.org/10.4018/ijcdlm.2020010101.
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When the West met East at the Pearl River delta during the 19th century, learning Cantonese as a second language was rooted in the area. Nowadays, there always exists a need by expatriates who are living and working in Hong Kong for learning the local language. The field was developed and influenced by theories in TESOL and foreign language education. It is also inspired by ideas and concepts of teaching Chinese as a second language since the learning of Mandarin Chinese has rapidly spread out in recent decades. Teaching Cantonese as a second language has developed with its own characteristics. This article reviews the development of teaching Cantonese as a second language in terms of pedagogical framework and teaching approaches. The article presents different pedagogical foci in the field of teaching Cantonese as a second language and discusses the academic debates whether to focus on linguistic competence or on pragmatic language use when teaching Cantonese as a second language in Hong Kong.
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Kuan, Wee-Ling. "An Error Analysis of Orthographic Representation in Written Chinese Characters." Journal of Cognitive Sciences and Human Development 7, no. 2 (September 22, 2021): 1–10. http://dx.doi.org/10.33736/jcshd.3322.2021.
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This paper reports an error analysis of orthographic representation in written Chinese characters among Mandarin as foreign language (MFL) learners studying at an elementary level at a Malaysian public university in their dictation assessment. A total of 262 stroke error types of their orthographic representation in written Chinese characters were collected and analysed. The errors were consequently classified into four main categories among 165 MFL learners who took part in the study. The study found that participants made most mistakes in the stroke numbers and shape of orthographic representation in written Chinese characters. It was also found that there were detectable mistakes in stroke relation and stroke direction of orthographic representation in written Chinese characters. The cognitive factors contributing to the orthographic representation error types in written Chinese characters are discussed. It is concluded that beginner MFL learners would have a greater tendency to commit several character errors in writing Mandarin because of their low level of orthographic awareness and presumably a high cognitive load given to them as they transit from writing alphabets scripts to writing Chinese characters. Future research could examine how MFL learners cognitively adapt when transitioning from alphabet scripts to Chinese characters. Findings would guide instructors in the teaching Chinese characters more efficient and subsequently, it would allow them to interpret orthographic representations and write Chinese characters more accurately.
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Susilo, Putri Mustika. "ANALISA PERBANDINGAN PENGGUNAAN KATA KETERANGAN DERAJAT BAHASA MANDARIN DAN BAHASA INDONESIA." Business Economic, Communication, and Social Sciences (BECOSS) Journal 1, no. 1 (August 31, 2019): 117–23. http://dx.doi.org/10.21512/becossjournal.v1i1.5984.
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Both modern Chinese and Bahasa have adverbs in common. In adverb, adverb of degree plays an important role in grammar as well as to express level of degree itself. Although there are a few of them, only around a dozen are being used frequently. Main usage of Chinese degree adverb is to qualify psychological verb, adjective and also noun. Main usage of Bahasa degree adverb is to adverbial. The position of Bahasa degree adverb is so flexible that can be used in before and after subject, or in the last sentence. There are similarities and also differences in the usage from both Chinese and Bahasa. Thus, in the process of learning the adverb of degree in Chinese, foreign student or in this case Indonesian students fnd it a little hard to understand. Indonesian students who learn Chinese usually make bias or error during the learning adverb of degree. These bias and error would influence the accuracy of expression used directly. The author will analyze degree adverb’s the similarities and differences using literature collection method in this research. At the same time, for Indonesian students learning degree adverb aspect put forward more suitable teaching and studying suggestions. Based on that, the author will only focus on commonly used adverb of degree such as “very, highly, extremely, to what extent, rather, too, fully, most, more, and a little”, to minimalize the bias that the students make. There are explanations in every example for using Chinese and Bahasa degree adverb. The author hopes this research can help Indonesian students to learn Chinese adverbs of degree further
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Skvortsov, Arseniy, and Oksana Malykh. "TEACHING RUSSIAN STUDENTS TO ANALYZE THE SYNTACTIC STRUCTURE OF SENTENCES IN MODERN CHINESE (MANDARIN)." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences, no. 2 (July 2020): 153–72. http://dx.doi.org/10.17673/vsgtu-pps.2020.2.12.
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Peng, Xinjia. "Review of Tseng (2014): A Handbook of Tasks and Rubrics for Teaching Mandarin Chinese." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 51, no. 2 (October 14, 2016): 218–24. http://dx.doi.org/10.1075/csl.51.2.05pen.
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Yi, Du. "L1 Use and L2 Vocabulary Retention: Help or Hindrance?" Studies in English Language Teaching 9, no. 3 (June 26, 2021): p47. http://dx.doi.org/10.22158/selt.v9n3p47.
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Although exclusive use of the second language has long been considered as an important principle of second language teaching and the learners’ first language has been suggested to have very limited role to play, recent studies have shown a different view that the L1 should be used as a tool to facilitate learners’ second language learning. The present study investigated L1 use in the area of English vocabulary teaching by examining nine Chinese EFL learners who were at different proficiency levels. The findings showed that the use of Mandarin Chinese led to better immediate and lasting retention of the vocabulary they have learnt and that it benefited both lower-proficiency and higher-proficiency learners. The study also offers some implications for Chinese EFL teachers and suggests that the implementation of the English-only policy in the EFL classroom should be reexamined.
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Lim, Henny. "Peranan e-Learning dalam Peningkatan Minat dan Proses Pembelajaran Bahasa Mandarin: Studi Kasus Mahasiswa Sastra China Universitas Bina Nusantara." Lingua Cultura 1, no. 2 (November 30, 2007): 157. http://dx.doi.org/10.21512/lc.v1i2.322.
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Bina Nusantara University is a university with a rapid development of its e-learning system in the teaching-learning process and Chinese Department is one department using the e-learning system. This research was done to find out the role e-learning in improving the students’ interest in studying Chinese language. Data were collected by interviewing lecturers and distributing questionnaires to 120 students. Then, the data were tabulated and analysed. The result of the research shows that the respondents are familiar with Binusmaya – the e-learning system used – but they seldom use it because they do not think of its benefit. Thus, it can be concluded that Binusmaya does not both support the students of the Chinese Department in the teaching and learning process and in improving the students’ interest.
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Hill, Yao Zhang, and Stephen L. Tschudi. "Exploring Task-Based Curriculum Development in a Blended-Learning Conversational Chinese Program." International Journal of Virtual and Personal Learning Environments 2, no. 1 (January 2011): 19–36. http://dx.doi.org/10.4018/jvple.2011010102.
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This paper brings task-based language teaching (TBLT) curriculum development principles into the blended learning context, presenting processes and outcomes from a project to develop a task-based thematic unit — asking and giving directions — in a hybrid web-based university-level class focused on listening and speaking skills in Mandarin Chinese. The authors follow the principled task-based curriculum design phases informed by Long and Crookes (1993) and Long and Norris (2000). Unit-based development made the workload manageable and provided an important experimental space for the instructors to best align task-based principles with online language instruction. First, the context of the project and its theoretical TBLT curriculum development framework are established. The distinct processes of needs analysis, materials development, task sequencing and teaching methods, and assessment methods adopted to meet the special requirements of the class are presented, along with a preliminary formative and summative evaluation of the teaching model. The conclusion discusses the theoretical and practical implications of the project.
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Zimmerman, Donald L., Lisheng Yu, Ruoh-yi Cheng, and Randy Kearns. "Barriers and Strategies for Teaching About the U.S. Health Care System in China." Pedagogy in Health Promotion 6, no. 1 (February 18, 2020): 63–69. http://dx.doi.org/10.1177/2373379919881465.
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Overview. A partnership between the undergraduate health care management program at a U.S. public research university and a Chinese university provided ongoing opportunities for U.S. faculty to teach introductory health care management courses in China. These courses have been offered every semester since Spring 2018 with course enrollment ranging from 18 to 52 students. Method. This research was based in grounded theory and aimed at creating an effective teaching strategy for Chinese students. The premises used for this task were cultural humility, ongoing personal reflection and self-critique, the active use of student feedback, and ongoing collaboration with Chinese faculty. Findings. Three pedagogical barriers were addressed as the most parsimonious and useful framework for improving teaching practice in China: (1) Differences between U.S. and Chinese health care systems made comparisons problematic. Response: A new teaching model for visualizing the core components of a health care system was successfully developed and used. (2) Differences between English and Mandarin Chinese created translation gaps. Response: Bilingual presentation materials were developed based on a scaffolding of “thick translations.” (3) There were difficulties in navigating the political landscape. Response: U.S. faculty shifted focus from locating their presentations in the political landscape of China to offering a window into the U.S. health care system from American perspective. To date, Chinese student evaluations have been extremely positive across all courses. Need for Further Research. While U.S. faculty have made significant progress in creating effective teaching strategies for Chinese students, additional research is needed to further identify and refine best practices.
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Tao, Hongyin, M. Rafael Salaberry, Meng Yeh, and Alfred Rue Burch. "Using authentic spoken language across all levels of language teaching: Developing discourse and interactional competence." Chinese as a Second Language Research 7, no. 1 (April 25, 2018): 1–13. http://dx.doi.org/10.1515/caslar-2018-0001.
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AbstractThis journal issue contains a number of papers/teaching units that are dedicated to the review and analysis of some ways in which authentic language materials can be used for the teaching and learning of Mandarin Chinese from the beginning to advanced levels. We first describe the rationale for the expanded use of authentic language data in classroom instruction, and then we present four exploratory units to showcase some of the effective classroom teaching procedures that are useful to make learners aware of (and eventually use) important features of language interaction in Chinese. The units use two types of authentic materials: natural conversations and entertainment media (TV and movies). Some of the materials, due to the nature of the communicative settings associated with them, raise important theoretical questions about norms and expectations of (intercultural) communication and goals of language learning. This introduction provides a brief review of the theoretical foundations of the sample units and an overview of the units presented here.