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Journal articles on the topic 'Writing Chinese language'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Chang, Han-liang. "Naming animals in Chinese writing." Sign Systems Studies 29, no. 2 (2001): 647–56. http://dx.doi.org/10.12697/sss.2001.29.2.13.

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Naming, according to Sebeok, constihttes the first stage of zoosemiotics. This special but common use of language acrually inaugurates more complicated procedures of human discourse on non-human kingdom, including classification of its members. Because of language's double articulation in sound and sense, as well as the grapheme's pleremic (meaning-full) rather than cenemic (meaning-empty) characteristic (according to Hjelmslev). Chinese script is capable of naming and grouping animals randomly but effectively. This paper attempts to describe the said scriptorial "necessity of naming" (Kripke)

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최윤경. "Chinese Writing Assignment through Language Exchange." Language & Information Society 32, no. ll (2017): 331–60. http://dx.doi.org/10.29211/soli.2017.32..011.

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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, № 2 (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 occur

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Dai, Fan. "English-language creative writing by Chinese university students." English Today 28, no. 3 (2012): 21–26. http://dx.doi.org/10.1017/s0266078412000259.

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In China, most universities have a school of foreign languages, where students majoring in English, German, French, Japanese, and other languages study the language for the first two years, and take introductory courses in the linguistics and literature of the language concerned, and then progress to higher-level linguistic and literary courses, as well as translation studies. English is the most popular foreign language in China, and, with the improvement of English teaching in high schools, the average student entering university now has a higher level of English proficiency than previous ge

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Zhou, Tingxiang. "On Cultivating Chinese Non-English Majors’ English Thinking Ability to Improve Their English Writing." Theory and Practice in Language Studies 6, no. 9 (2016): 1877. http://dx.doi.org/10.17507/tpls.0609.22.

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Writing is a big part of language learning and the writing ability of a language learner can well embody his language competence. Many Chinese non-English majors have difficulty writing a decent English essay. Although many teachers and scholars have been probing into ways of teaching English writing effectively, the results of the national CET 4 and CET 6 indicate that there is no big change in the writings of Chinese non-English majors. A careful study of many students’ essays and interviews with some of them showed that students’ ignorance of the differences between Chinese and English thou

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Wang, Sue, and Tammy Slater. "Syntactic Complexity of EFL Chinese Students’ Writing." English Language and Literature Studies 6, no. 1 (2016): 81. http://dx.doi.org/10.5539/ells.v6n1p81.

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<p>Syntactic complexity as an indicator in the study of English learners’ language proficiency has been frequently employed in language development assessment. Using the Syntactic Complexity Analyzer, developed by Lu (2010), this article collected data representing the syntactic complexity indexes from the writing of Chinese non-English major students and from the writing of proficient users of English on a similar task. The results indicate that there is a significant difference in the use of complex nominals, the mean length of sentences, and the mean length of clauses between the writ

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Akimov, Tokhir. "HEART RELATED PHRASES IN CHINESE AND THEIR SEMANTIC MEANINGS." INTERNATIONAL JOURNAL OF WORD ART 1, no. 3 (2020): 5–15. http://dx.doi.org/10.26739/2181-9297-2020-1-1.

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There public of Uzbekistan and the PRChavesocio-economic relations, and the development of relations ground up for stable.Language hasa significant role in the development of handing over the foreign language requirements come out well.Among the foreign languages,priorityis given to the development of Chinese language.Chinese is one of the oldest languages in terms of its historical origin and perfection, and differs from other languages in that it has a language construction system, pictographic writing, and has lived in a state of "development" in terms of language development

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Liu, Donghong, and Jing Huang. "Rhetoric Construction of Chinese Expository Essays: Implications for EFL Composition Instruction." SAGE Open 11, no. 1 (2021): 215824402098851. http://dx.doi.org/10.1177/2158244020988518.

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Recent scholarship on Chinese students’ English expository essays tends to blur or mitigate the differences between English and Chinese writings. This alleged convergence of English and Chinese rhetorical norms gives rise to a view that rhetorical aspects in second language writing instruction and research in China should be de-emphasized. Drawing on data from full-score Chinese compositions of College Entrance Examination, this study examines how Chinese expository paragraphs are developed. Results show great disparities between English and Chinese expository writing at paragraph level such a

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Liu, Xiaokai. "Research on the Application of “Tree Analysis Diagram” to the Teaching of English Argumentative Writing of the Chinese EFL Learners." English Language Teaching 11, no. 3 (2018): 137. http://dx.doi.org/10.5539/elt.v11n3p137.

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Writing as one of essential skills in English learning is attached more and more importance. English writing involves not only the application of lexicon and grammar, but also the construction of the text and the expression of the thought. For Chinese EFL learners, the common problem in English writing is that they tend to apply the Chinese thinking pattern and organizational pattern to wording, phrasing and even the text construction. In other words, Chinese EFL learners lack English thought pattern. Based on that, the researcher puts forward the “tree analysis diagram” to help Chinese EFL le

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10

Lee, Sy-Ying, and Stephen Krashen. "Writing Apprehension in Chinese as a First Language." ITL - International Journal of Applied Linguistics 115-116 (January 1, 1997): 27–37. http://dx.doi.org/10.1075/itl.115-116.02lee.

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Abstract First year high school students in Taiwan filled out a questionniare probing their writing anxiety and leisure reading and writing habits in Chinese. A strong relationship was found between reported writing apprehension and frequency of leisure writing, confirming results reported by Daly and associates with North American English-speaking subjects. In addition, there was evidence of a relationship between writing apprehension and frequency of reading, suggesting that those who read more have lower writing apprehension.

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11

Fang, Yang. "Teaching Russian Language Writing to Chinese Students." Procedia - Social and Behavioral Sciences 154 (October 2014): 292–96. http://dx.doi.org/10.1016/j.sbspro.2014.10.154.

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Moshurenko, Mariia, Stanislav Naumenko, Nataliia Ruda, Nataliia Siekina, and Kateryna Zhukova. "THE PECULIARITIES OF TEACHING AN IDEOGRAPHIC LANGUAGE. TEACHING READING IN CHINESE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 21, 2019): 538. http://dx.doi.org/10.17770/sie2019vol3.3813.

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Reading plays an important role in the educational process, as it is one of the central spheres in communication in a foreign language. However, reading Chinese has its own peculiarities, because the method of writing differs from the phonetic languages. The paper is devoted to the teaching reading in Chinese for beginners, using the peculiarities of an ideographic language. The outlining of these peculiarities and the development of exercises, with the consideration of these peculiarities are relevant, because most of the methodological developments are devoted to the teaching of reading phon

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Bohm, Arnd. "Derrida and Chinese Writing." PMLA/Publications of the Modern Language Association of America 116, no. 3 (2001): 657–58. http://dx.doi.org/10.1632/pmla.2001.116.3.657.

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Staten, Henry. "Derrida and Chinese Writing." PMLA/Publications of the Modern Language Association of America 116, no. 3 (2001): 659–60. http://dx.doi.org/10.1632/s0030812900172517.

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Zhou, Xiaoying, and Hangjie Liao. "A Comparison of Abstract Writing Style Between English and Chinese." English Language Teaching 11, no. 3 (2018): 18. http://dx.doi.org/10.5539/elt.v11n3p18.

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In this paper the authors conducted a comprehensive study on English abstract writing style. Abstraction is the process of forming a theoretical concept based on the observation and classification of object things. This concept has no definite denotation. However in specific situation it can be clearly understood. In English, writing an abstract expression has always been a very important part. However, Chinese is a language which seldom uses abstract writing style. In this paper the authors will make a comparison between English and Chinese languages about the use of abstract writing style.

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Zhou, Minglang. "Language policy and reforms of writing systems for minority languages in China." Written Language and Literacy 4, no. 1 (2001): 31–65. http://dx.doi.org/10.1075/wll.4.1.04zho.

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This paper examines how China’s language policy, dictated by its ethnic minorities policy, has influenced reforms of writing systems for minority languages since 1949. Measured by the landmark publication of the Plan for the Phonetic Spelling of Chinese in 1957, reforms of minority writing systems can be divided into three stages. The pre-Plan stage featured efforts to match written and oral languages, and Russian influence including introduction of the Cyrillic script. During the Plan-oriented stage, romanization ruled not only the creation of new writing systems for oral languages, but also

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Sboev, Aleksandr N. "CHINESE LANGUAGE "LATINIZATION". (ОN THE BASIS OF CHINESE INTERNET COMMUNICATION)". RSUH/RGGU Bulletin. "Literary Theory. Linguistics. Cultural Studies" Series, № 7 (2020): 64–83. http://dx.doi.org/10.28995/2686-7249-2020-7-64-83.

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The process of latinization of the Chinese language goes back to 1958, when Pinyin alphabet was created. The usage of Pinyin alphabet for a long time was limited only to the sphere of education, where the alphabet acted as an “extra tool” for studying the hieroglyphic script. Nowadays the usage of Pinyin alphabet has become wider: Chinese words in dictionaries are listed in alphabetical order; the alphabet is used for typing hieroglyphs in word processors; words written in latin letters are widely used in Chinese Internet communication, etc. While some of such “literal” words currently used in

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An, Xuehua, and Mingying Xu. "Conjunctive Adverbials in Chinese ESL Postgraduates’ Expository Writing." Journal of Language Teaching and Research 9, no. 6 (2018): 1243. http://dx.doi.org/10.17507/jltr.0906.13.

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Conjunctive adverbials perform important cohesive and connective functions in discourse. Logically linking sentences into paragraphs and paragraphs into an essay might impose great challenge for ESL learners. This paper investigated the use of conjunctive adverbials in the expository writings of Chinese postgraduate students. Learner corpus of 365 pieces of writings was compiled for analysis. The findings indicated that the participants tended to use additive and sequential types of linking adverbials than adversative and causal types. The results also showed that the students relied more heav

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Denisenko, Vladimir N., and Zhang Ke. "Graphically Loanword from the Japanese Language in Modern Chinese Language." RUDN Journal of Language Studies, Semiotics and Semantics 10, no. 4 (2019): 740–53. http://dx.doi.org/10.22363/2313-2299-2019-10-4-740-753.

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This article is devoted to the study of Japanese loanwords in Chinese and their classification. Particular attention is paid to the lexical units in writing in Chinese characters, coming from the Japanese language as graphic loanwords in modern Chinese and Japanese, popular on the Chinese-language Internet. The material of the study is loanwords of Japanese origin, selected from dictionaries and scientific works on this topic, as well as word usage in messages on Russian and Chinese Internet forums. We distinguish between two types of Japanese loanwords in Chinese according to how they are bor

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Yin, Wengang, Shengxi He, and Brendan Stuart Weekes. "Acquired Dyslexia and Dysgraphia in Chinese." Behavioural Neurology 16, no. 2-3 (2005): 159–67. http://dx.doi.org/10.1155/2005/323205.

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Understanding how the mappings between orthography and phonology in alphabetic languages are learned, represented and processed has been enhanced by the cognitive neuropsychological investigation of patients with acquired reading and writing disorders. During the past decade, this methodology has been extended to understanding reading and writing in Chinese leading to new insights about language processing, dyslexia and dysgraphia. The aim of this paper is to review reports of patients who have acquired dyslexia and acquired dysgraphia in Chinese and describe the functional architecture of the

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Guruleva, T. L. "Framework of Reference for Chinese Language." Higher Education in Russia 27, no. 7 (2018): 153–63. http://dx.doi.org/10.31992/0869-3617-2018-27-7-153-163.

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The key theme of the article is the study of the competence of the framework of reference for Chinese language. The history of the development of the framework of reference for Chinese language in the PRC is briefly presented. The components of the communicative competence of the Chinese language and its level structure are studied. The author has performed a comparative analysis of the component structure and content of the components of the model of the communicative competence of the Chinese language with western, domestic and European models of communicative competence, as well as comparat

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22

Xu, Yi, and Lin Zhu. "Online peer feedback in second language Chinese writing." 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 54, no. 3 (2019): 257–87. http://dx.doi.org/10.1075/csl.19012.zhu.

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Abstract Online peer feedback is advocated but not sufficiently used or researched in language classrooms, especially in Chinese as a foreign language (CFL) context. There is not sufficient evidence on the relationship of peer feedback type and revision, and controversies remain regarding learners’ perceptions of peer feedback, especially in terms of its trustworthiness. This study examines the typology, uptake, and learner perceptions of online peer feedback in an advanced level CFL classroom. Participants’ first drafts, feedback, and revisions in four writing assignments were analyzed and in

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Chow, Rey. "Derrida and Chinese Writing - Reply." PMLA/Publications of the Modern Language Association of America 116, no. 3 (2001): 660. http://dx.doi.org/10.1632/s0030812900172529.

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Huang, Daphne Li-jung. "Language use in asynchronous computer-mediated communication in Taiwan." Australian Review of Applied Linguistics 32, no. 2 (2009): 12.1–12.22. http://dx.doi.org/10.2104/aral0912.

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This paper describes how Chinese-English bilinguals in Taiwan use their languages in asynchronous computer-mediated communication, specifically, via Bulletin Board System (BBS) and email. The main data includes two types: emails collected from a social network and postings collected from two BBS websites. By examining patterns of language choice and language use in these two types of data, the aim of this research is to investigate how a language contact phenomenon – code-switching (CS) – is realized via different writing systems in online environment The data reveals that there are two levels

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dummy contact - do not alter, ZZZ. "Language use in asynchronous computer-mediated communication in Taiwan." Australian Review of Applied Linguistics 32, no. 2 (2009): 12.1–12.22. http://dx.doi.org/10.1075/aral.32.2.03hua.

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This paper describes how Chinese-English bilinguals in Taiwan use their languages in asynchronous computer-mediated communication, specifically, via Bulletin Board System (BBS) and email. The main data includes two types: emails collected from a social network and postings collected from two BBS websites. By examining patterns of language choice and language use in these two types of data, the aim of this research is to investigate how a language contact phenomenon – code-switching (CS) – is realized via different writing systems in online environmentThe data reveals that there are two levels

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Xiao, Yun. "Heritage Learners in the Chinese Language Classroom: Home Background." Heritage Language Journal 4, no. 1 (2006): 47–56. http://dx.doi.org/10.46538/hlj.4.1.3.

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Studies from information-processing and language comprehension research have reported that background knowledge facilitates reading and writing. By comparing Chinese language development of heritage students who had home background in Chinese language and culture with those who did not, this study found that heritage learners did significantly better than their non-heritage counterparts in speaking, listening, grammar, and sentence constructions, but not in reading comprehension, vocabulary learning, and Chinese character writing. These results suggest that heritage learners’ oral exposure to

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Wong, Yu Ka. "Exploring the reading–writing relationship in young Chinese language learners’ sentence writing." Reading and Writing 31, no. 4 (2018): 945–64. http://dx.doi.org/10.1007/s11145-018-9820-2.

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Ping-Kwan, Leung. "Writing between Chinese and English." World Englishes 19, no. 3 (2000): 399–404. http://dx.doi.org/10.1111/1467-971x.00188.

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Weekes, Brendan Stuart Hackett. "Literacy in Contact and in Context." Letrônica 13, no. 4 (2020): e37538. http://dx.doi.org/10.15448/1984-4301.2020.4.37538.

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According to UNESCO, at least 2500 languages are vulnerable. Chinese, English, Spanish, Arabic, Hindi, Portuguese, Bengali, Russian, Japanese, French are “hegemons” - each having at least 100 million native speakers and accounting for over 51 percent of the global population. Half of the hegemons are written with an alphabet. For the non-alphabetic group, native speakers may read and write in logographic (e.g. Chinese) or syllabic writing systems (e.g. Devanagari) or both (e.g. Japanese). In languages that are spoken by less than one million people, Latin, Arabic and Chinese writing systems do

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Zhang, Sofi. "A Brief Study of Scoring in Chinese Writing." Humaniora 4, no. 2 (2013): 1292. http://dx.doi.org/10.21512/humaniora.v4i2.3572.

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A writing test is a comprehensive test. It not only tests students' vocabulary, grammar, usage of language elements, but also tests their constructional ability, analytical ability, expressional ability, logical reasoning, on a variety of stylistic mastery. This paper tries to describe and summarize the problems on Chinese writing as second language learning with the theories of writing evaluation and the writing evaluation of research results.

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Francis, Norbert. "New research on the adoption and transformation of Chinese writing." Chinese Language and Discourse 11, no. 1 (2020): 134–45. http://dx.doi.org/10.1075/cld.19007.fra.

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Abstract A major study has been released on the emergence in East Asia of the logographic, or logo-syllabic, writing systems inherited from Chinese writing, attending primarily to the adaptations and innovations implemented in Korea, Vietnam, Japan and by speakers of the Tai languages of Southern China and Northern Vietnam. It contributes to our understanding of the fundamental mechanisms, of how speakers of different languages transformed the character script. The book points to overarching research problems concerning the relationship between language and writing, how aspects of this relatio

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Lan, Yuting. "Interlingual Interfaces in Chinese Language Learning and Its Use: Exploring Language Transfer Errors in Chinese Writing." Journal of Language Teaching and Research 10, no. 3 (2019): 437. http://dx.doi.org/10.17507/jltr.1003.05.

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Adopting Dulay, Burt and Krashen (1982), James (1998) and Zheng and Park (2013) 's system of error classification, this study investigates L1 transfer errors from English to Chinese based on Chinese translation texts written by intermediate-level American university students. These errors were identified and co-coded using the NVivo qualitative text analysis software program. For example, 在白天做健康的东西[事情] (do healthy things in the day.). It is coded under the subcategories of noun and misformation. Using obtained data, the NVivo program presents the frequency of error types and their attributes.

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Ho, I.-Lien. "Poem without Language: When a Writing Becomes Traceless." Leonardo 51, no. 1 (2018): 55–56. http://dx.doi.org/10.1162/leon_a_01551.

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What happens when a writing cannot perform its function of documentation and indication? In the installation performance Poem without Language, developed from the action score writing Chinese calligraphy on the surface of water, the multiple closed-circuit videos raise the question of “who” can occupy the position of the observer, challenging tunnel-vision perspectivism. Such an orchestra of gazes resonates with the spatial organization in Chinese ink landscape painting, which challenges the anthropocentric ordering of things; responds to Nam June Paik’s approach to media, which disrupts the h

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VRHOVSKI, Jan. "Apologeticism in Chinese Nestorian Documents from the Tang Dynasty: Notes on Some Early Traces of Aristotelianism in China." Asian Studies 1, no. 2 (2013): 53–70. http://dx.doi.org/10.4312/as.2013.1.2.53-70.

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Founded on the fact of otherwise deep connections of Nestorianism to the Aristotelian philosophy, this article hopes to shed some light on the possibility of a concurrent transmission of Aristotelianism (with Nestorianism) to China. This writing proposes that the transmission already took place during the early period of the presence of this form of Christianity in China. Taking a brief look into some representative writings about the Nestorian doctrine written in the Chinese language, this writing hopes to establish some modest, though still relevant, connections between Aristotelian concepts

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WANG, YINGXU. "COGNITIVE LINGUISTIC PERSPECTIVES ON THE CHINESE LANGUAGE." New Mathematics and Natural Computation 09, no. 02 (2013): 237–60. http://dx.doi.org/10.1142/s179300571340005x.

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Chinese is one of the oldest and most widely used languages with an ideographic writing system. It is curious to analyze the advantages and disadvantages of Chinese in cognitive linguistics, cognitive informatics, and knowledge science. This paper presents a comparative study on the fundamental theories and formal models of Chinese and other languages. A number of interesting findings on the cognitive and social impacts of the widely used Chinese language are revealed. It is found that, although the idiographic languages are more efficient in language manipulation, the alphabetic languages con

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Youguang, Zhou. "Language planning of China." Journal of Asian Pacific Communication 11, no. 1 (2001): 9–16. http://dx.doi.org/10.1075/japc.11.1.03you.

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Language Planning is called Language Reform in China. The chief aims are: 1. To standardize and popularize the lingua franca of China; 2. To write in vernacular style instead of the traditional classic style; 3. To design and promote a system of Chinese phonetic symbols; 4. To simplify the Chinese characters; 5. To design and, if needed, improve writing systems for minor nationalities.

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Bauer, Robert S. "The Chinese-based writing system of the Zhuang language." Cahiers de linguistique - Asie orientale 29, no. 2 (2000): 223–53. http://dx.doi.org/10.3406/clao.2000.1573.

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Bauer, Robert S. "The Chinese-Based Writing System of the Zhuang Language." Cahiers de Linguistique Asie Orientale 29, no. 2 (2000): 223–53. http://dx.doi.org/10.1163/19606028-90000082.

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Zhuang, a member of the Tai language family spoken in southwestern China, was traditionally written with Zhuang characters which resemble Chinese characters. The 〈古壯字字典〉 [ancient Zhuang character dictionary] published in 1989 listed and defined over 10,000 Zhuang characters and Serves as the main reference for their study. This dictionary has been helping to revive the use of Zhuang characters among Zhuang speakers.

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Stenberg, Josh. "The Lost Keychain? Contemporary Chinese-Language Writing in Indonesia." Journal of Social Issues in Southeast Asia 32, no. 3 (2017): 634–68. http://dx.doi.org/10.1355/sj32-3d.

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Yang, Xiaoyu. "A Review of Negative Language Transfer Regarding the Errors in English Writing in Chinese Colleges." Journal of Language Teaching and Research 10, no. 3 (2019): 603. http://dx.doi.org/10.17507/jltr.1003.24.

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It is generally recognized that English as a Second Language is popular with language learners in China. As a major section of language learning, English writing often takes on an important role in English language learning for Chinese students. Many learners would be easily impeded by their mother tongue, Chinese and would therefore make some mistakes from time to time when it comes to writing in English. This is a pervasive phenomenon in the field of Second Language Acquisition research. Based on the relevant theories of Language Transfer, Negative Language Transfer, and Error Analysis, in t

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BASSETTI, BENEDETTA. "Effects of adding interword spacing on Chinese reading: A comparison of Chinese native readers and English readers of Chinese as a second language." Applied Psycholinguistics 30, no. 4 (2009): 757–75. http://dx.doi.org/10.1017/s0142716409990105.

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ABSTRACTEnglish is written with interword spacing, and eliminating it negatively affects English readers. Chinese is written without interword spacing, and adding it does not facilitate Chinese readers. Pinyin (romanized Chinese) is written with interword spacing. This study investigated whether adding interword spacing facilitates reading in Chinese native readers and English readers of Chinese as a second language. Participants performed two sentence–picture verification tasks with sentences written with pinyin or hanzi (characters). Interword spacing facilitated pinyin reading in English re

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ZHANG, JUAN, CATHERINE McBRIDE-CHANG, RICHARD K. WAGNER, and SHINGFONG CHAN. "Uniqueness and overlap: Characteristics and longitudinal correlates of native Chinese children's writing in English as a foreign language." Bilingualism: Language and Cognition 17, no. 2 (2013): 347–63. http://dx.doi.org/10.1017/s1366728913000163.

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Longitudinal predictors of writing composition in Chinese and English written by the same 153 Hong Kong nine-year-old children were tested, and their production errors within the English essays across ten categories, focusing on punctuation, spelling, and grammar, were compared to errors made by ninety American nine-year-olds writing on the same topic. The correlation between quality of the compositions in Chinese and English was .53. In stepwise regression analyses examining early predictors at ages between five and nine years, tasks of speed or fluency were consistently uniquely associated w

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Sirisuwilai, Watcharapon. "CLT in Chines Major’s Comprehensive Chinese Course – A case study of Khon Kaen University, Thailand." European Journal of Social Science Education and Research 5, no. 2 (2018): 175–78. http://dx.doi.org/10.2478/ejser-2018-0045.

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Abstract Nowadays Chinese language is become one of the most important foreign language in Thailand reflexing by the growing popularity of the Chinese language. Traditional Chinese language teaching cause the lack of high communicative competence. Therefore, the study preliminarily attempt to combine the theory of Communicative Language Teaching with Comprehensive Chinese teaching so as to search for a feasible and effective instruction which conforms to the teaching features of comprehensive Chinese course in Khon Kaen University. After Pre-test and Post-test and compared by SPSS (T-Test sig

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Kirkpatrick, Andy. "Medieval Chinese rules of writing and their relevance today." Australian Review of Applied Linguistics 27, no. 1 (2004): 1–14. http://dx.doi.org/10.1075/aral.27.1.01kir.

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Abstract Chen Kui was a scholar-official of the Southern Song dynasty. He published the Wen Ze (here translated as The Rules of Writing) in 1170. This book is commonly described by Chinese scholars as China’s first systematic account of Chinese rhetoric. The book comprises ten chapters, covering aspects of rhetoric and composition, including the use of rhetorical devices, the functions and methods of citation, and the importance of using everyday language. Despite its acknowledged importance by Chinese scholars, The Rules of Writing’ remains comparatively unknown, even within China. This artic

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Lin, Nina, Marina Chung, Hong Zeng, Youping Zhang, and Chaofen Sun. "Integrating National Standards in the curricular development, implementation, and student outcomes of a post-secondary Chinese language program." 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 53, no. 1 (2018): 41–74. http://dx.doi.org/10.1075/csl.17009.lin.

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Abstract This paper chronicles the development of a post-secondary Chinese program after the establishment of the Language Center at Stanford University in 1995. It outlines a continuous process of curriculum development aiming to be consistent with the National Standards for Foreign Language Learning (ACTFL, 2006) and World-Readiness Standards for Learning Languages (ACTFL, 2014). It also describes assessment programs implemented to obtain data on students’ oral and writing proficiency levels at the end of 150 hours of instruction (completion of first-year Chinese) and at the end of 300 hours

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Liu, Haiyong. "Teaching Advanced Chinese Writing to Heritage Learners." ITL - International Journal of Applied Linguistics 156 (2008): 169–78. http://dx.doi.org/10.2143/itl.156.0.2034430.

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Liu, Haiyong. "Teaching Advanced Chinese Writing to Heritage Learners." ITL - International Journal of Applied Linguistics 156 (2008): 169–78. http://dx.doi.org/10.1075/itl.156.15liu.

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Zhang, Fengjuan, and Ju Zhan. "Understanding voice in Chinese students’ English writing." Journal of English for Academic Purposes 45 (May 2020): 100844. http://dx.doi.org/10.1016/j.jeap.2020.100844.

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Leo, Krista. "Investigating Cohesion and Coherence Discourse Strategies of Chinese Students with Varied Lengths of Residence in Canada." TESL Canada Journal 29 (October 3, 2012): 157. http://dx.doi.org/10.18806/tesl.v29i0.1115.

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This study examines how three age-on-arrival (AOA) groups of Chinese-background ESL students use two types of cohesive devices on a standardized essay exam. A discourse analysis of 90 first-year students’ expository writing samples was conducted to ascertain how factors such as first language (L1) and length of residence (LOR) in Canada influence a student’s ability to create cohesive and coherent writing. The study uses both quantitative and qualitative methods to explore how Canadian-born Chinese (CBC) students use lexical and referential discourse markers. Twelve essay features of this grou

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Hu, Yuanyan. "Intertextualities in English Writing of EFL Learners in the Context of Chinese University." Journal of Language Teaching and Research 10, no. 2 (2019): 271. http://dx.doi.org/10.17507/jltr.1002.08.

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When the writing subject is communicating with the addressee, their texts simultaneously communicate with the present and the past texts. The author carries out an empirical study to find out issues to be addressed in the context of Chinese university in EFL learners’ English writing with respect to intertextuality. The study examines the manifestations of three types of intertextualities---material intertextuality, generic intertextuality and cultural intertextuality and finds out that there are obvious material intertextualities between students’ individualized texts and exterior texts. Cert

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