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Chan, Yuen Wan. "The effect of teaching Chinese to Hong Kong students through Putonghua". HKBU Institutional Repository, 2001. http://repository.hkbu.edu.hk/etd_ra/320.
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Chu, Pui-ni Florence. "Teachers' perceptions of introducing Putonghua as a medium of instruction for teaching Chinese language : implications for professional development /". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472479.
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Mai, Ziyin. "Properties of the (shi)...de focus construction in adult L2 acquisition and heritage language acquisition of mandarin Chinese". Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607706.
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Cheung, Wai Wan. "Conceptions of teaching and learning held by teachers of Mandarin and Cantonese in Chinese complementary schools in Scotland". Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/24444.
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The thesis explores Chinese teachers’ conceptions of teaching and learning Chinese at Chinese complementary schools in Scotland. The teachers taught either Cantonese or Mandarin, the two main Chinese languages spoken by Scotland’s Chinese communities; teaching took place on a voluntary basis at weekends; the teachers were drawn from a variety of occupations; most of the pupils were of Chinese ethnicity, with in addition some non-Chinese children. The research mainly draws on phenomenography, a research approach that investigates variation in conceptions of different phenomena as these appear to particular groups of people – in this case, teachers of Chinese in Scottish complementary schools. The variation refers to the different conceptions of teaching and learning that were identified in the group of teachers as a whole. Semi-structured interviews with each individual teacher were devised, conducted and analysed according to phenomenographic procedures. From the group as a whole six key conceptions of teaching were identified, and likewise six key conceptions of learning. In addition, the research focused on a smaller number of teachers in order to identify individual profiles in greater depth. The teacher interviews also elicited the metaphors that the teachers considered represented good teaching and learning. The interviews also served to identify the factors that the teachers considered had most influenced their conceptions, and they were complemented by qualitative classroom observations designed to identify factors that would allow the researcher to better understand the context in which the teachers had formed their conceptions. The findings showed that Mandarin and Cantonese teachers had much in common, but that also there were clear differences in particular areas that seemed to be explained both by differences in culture between Mandarin-speaking Mainland China and Cantonese-speaking Hong Kong, and also by emerging differences in power and status, with Mandarin assuming a dominant role and Cantonese showing some decline in numbers and in optimism, with some parents switching their children over from Cantonese to Mandarin. More generally, the findings suggested that the teachers were dedicated, adaptable, and different from the stereotypical perception of Chinese teachers of the sort that emphasises examinations, rote-learning and authoritarian teaching style. The teachers in the present study generally understood their pupils had multiple identities and they sought to teach in a child-centred way, and to help their pupils preserve moral values and a Chinese component of their identity through learning Chinese language and experiencing Chinese culture.
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Ngan, Yuen-pik y 顏婉璧. "Putonghua as a medium of instruction in teaching Chinese language". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040227.
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Hawksley, Andrea Johanna. "An online system for entering and annotating non-native Mandarin Chinese speech for language teaching". Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/46128.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2008.Includes bibliographical references (leaves 59-62).
This thesis describes the design and implementation of an intuitive online system for the annotation of non-native Mandarin Chinese speech by native Chinese speakers. This system will allow speech recognition researchers to easily generate a corpus of labeled non-native speech. We have five native Chinese speakers test the annotation system on a sample bank of 250 Chinese utterances and observe fair to moderate inter-rater agreement scores. In addition to giving us a benchmark for inter-rater agreement, this also demonstrates the feasibility of having remote graders annotate sets of utterances. Finally, we extend our work to Chinese language instruction by creating a web-based interface for Chinese reading assignments. Our design is a simple, integrated solution for completing and correcting of spoken reading assignments, that also streamlines the compilation of a corpus of labeled non-native speech for use in future research.
by Andrea Johanna Hawksley.
M.Eng.
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Ngan, Yuen-pik. "Putonghua as a medium of instruction in teaching Chinese language Ge an yan jiu : yi Putonghua jiao shou Zhongguo yu wen ke de shi kuang diao cha /". Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040227.
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Tutatchikova, Olga Petrovna. "Acquisition of Mandarin Chinese pronunciation by foreign learners : the role of memory in learning and teaching". Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239365453.
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Leung, Pamela Pui-wan y n/a. "On Becoming a Chinese Language Teacher: Pre-Service Teachers' Perceptions of Chinese Learning and Teaching, and their Classroom Practices in Hong Kong". Griffith University. School of Cognition, Language and Special Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051103.122245.
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The continual decline of Chinese proficiency has caused serious concerns in Hong Kong. Although most Hong Kong people speak Chinese as their first language, they have not been strongly motivated to learn it in part because of the socio- economic status of English, and in part because of the discrepancies between the spoken and the written forms of Chinese. The absence of a link between the spoken dialect (Cantonese) and the written Modem Standard Chinese language (based mainly on the syntax of Mandarin) makes the learning of Chinese in the 'trilingual' (Cantonese, Mandarin and English) and 'biliterate' (Chinese and English) society laborious. The perception that Chinese proficiency is waning has led to criticisms of the quality of language teachers and language teacher education in the community. Hence, a study of the problems in Chinese language teacher education in Hong Kong is an indispensable step in improving the quality of Chinese language education in Hong Kong. This study takes pre-service teachers' (PST) perceptions as the predomhant factor in understanding how they learn to become a teacher of Chinese. As both students and teachers, the PSTs in this study provide insights into learning, teaching, and learning to teach, the Chinese language. Famous for its cultural tradition, Chinese teaching is typically transmissive. In particular, teachers of Chinese are expected to teach with a missionary zeal for 'educating' students by acting as exemplars. As a result, how a teacher teaches is often determined by how he or she was taught to interpret the nature of Chinese Language. The use of texts written by distinguished authors as teaching materials further encourages language teachers to give higher priority to literature, culture and moral education than language use. Inheriting such a tradition, modem Chinese language teacher education is faced with multiple challenges: to promote cognitive developments in teachers and cognitive teaching approaches to meet the needs of rapidly developing society, and to prepare teachers to maintain a proper balance between moral education and appreciation of culture and literature on the one hand, and teaching language use on the other. This study draws on the literature on Chinese language education, TESOL (teaching English to speakers of other languages), learning to teach, teacher knowledge, beliefs and perceptions, and develops a conceptual framework to interpret the relationships between perceptions and practices as a reciprocal cycle. Perceptions of self as a teacher, the subject matter, and teaching and learning of the subject matter are inseparable from the beliefs and knowledge of the PSTs, which affect how they prepare lesson plans to teach and actually teach in the classrooms. Planning and classroom practices are realised in teaching objectives, instructional strategies and evaluation of teaching effectiveness, which then reinforce knowledge, beliefs and perceptions. The cycle goes on as the PSTs learn more about teaching and accumulate teaching experiences. From this recurring cycle, the PSTs generate personal theories of teaching a specific subject. This study is longitudinal in design, which follows a logical procedure of inquiry. It first examines the PSTs' perceptions of teaching and learning Chinese on entry to, during and on exit from a.two-year teacher education program. Then it turns to the perceptual development and the sources of perceptions and perceptual changes, and how they impact on the PSTs. Finally, the complex relationship between perceptions, lesson planning and classroom practices are elaborated. In particular, data collected in some stages were dependent on the findings of the preceding stage. This adds complexity to the overall research desip of the study. This study uses a multimethod approach with two research populations -the questionnaire surveys of the entire cohort and qualitative data collection from twelve sub-sample participants. Because of the lack of well-established research instruments in the Chinese research context, all methods of inquiry have been revised according to the results of pilot studies. The multimethod approach in this study demonstrates how questionnaire surveys, repertory grids, individual interviews, focus groups, classroom observations and the analyses of lesson plans and reflective journals can be used in a complementary manner to assure the validity of the research. Questionnaire surveys yield the overall perceptions of the cohort on entry to and exit from the teacher education program. The perceptual development of the entire cohort is understood by the findings of the two surveys. Against the backdrop of the overall perceptions of the cohort, the qualitative methods are used to study the sub-sample. Repertory grids reveal the participants' views of teachers of Chinese from different perspectives, whereas individual interviews and focus group discussions tap more deeply into the participants' thinking about how they have learned to teach Chinese. Other qualitative methods such as classroom observation and the analyses of lesson plans and reflective journals provide compelling evidence for indicating the extent that the participants have grasped the craft of teaching. This study suggests from the persistent perceptions and perceptual development of the PSTs that Chinese language education in Hong Kong has been ineffective. Ineffective Chinese language education has a long-lasting negative impact on students including the PSTs. The strong emphasis on literature, culture and moral education, and the knowledge telling and teacher-led traditions have led to a low level of cognitive demand in Chinese teaching. The procedures recommended for teaching a text in Chinese and the assessment criteria of the teacher education program have encouraged the,PSTs to become more didactic in teaching, although they themselves are aware that they should pay more attention to the needs of students. This study argues that student teachers' perspectives form a critical element in reforming Chinese language teacher education in Hong Kong, and that language teacher education should first be ameliorated before language education can be effectively improved. Not only should PSTs of Chinese Language be equipped with better subject matter knowledge, general pedagogical knowledge and pedagogical content knowledge, but Chinese language teacher educators should also be cognisant of the necessity for change. Because learning to teach is often discipline-based, it is more cost-effective and consistent if the teacher educators' Chinese language classes also emphasise cognitive development in the PSTs. To be real exemplars for the PSTs, the Chinese language teacher educators should be involved in continuing critical evaluation of their own practices.
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Li, Aike. "L2 rhythm development by Mandarin and German learners of English". Thesis, University of Cambridge, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707918.
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Lau, Wan Sheung Christine. "Comparisons on the production of word-final voiced obstruents in English by Hong Kong born students and Mandarin Chinese". HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/565.
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Ho, Wei-Ming Verfasser], Gerd [Gutachter] [Mannhaupt, Ralf [Gutachter] Rummer y Günther [Gutachter] Thomé. "Orthographic Learning via Self-Teaching : Evidence from Mandarin Chinese / Wei-Ming Ho ; Gutachter: Gerd Mannhaupt, Ralf Rummer, Günther Thomé". Erfurt : Universität Erfurt, 2014. http://d-nb.info/121597812X/34.
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Lam, Tung-fei y 林同飛. "Strategies teachers used to adapt materials of second language Chinese in the International Baccalaureate Diploma Programme : enacting international mindedness? = Guo ji wen ping yu ke ke cheng di er yu yan Han yu ke jiao shi diao shi jiao cai de ce lüe : shi jian guo ji yi shi?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209525.
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張穎 y Wing Cheung. "Teaching Chinese language in Putonghua of a primary threeclass in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37650026.
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Chung, Wing Yu. "Hong Kong adult learners' attitudes toward Putonghua in post-colonial times". HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/730.
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Chu, Pui-ni Florence y 朱蓓妮. "Teachers' perceptions of introducing Putonghua as a medium of instruction for teaching Chinese language: implications for professional development". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962427.
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Leung, Sau-yue Christina y 梁秀瑜. "Students' attitudes toward putonghua in two selected Anglo-Chinese secondary schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38627644.
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Wang, Mei. "A critical evaluation of bilingual Chinese/English dictionaries for elementary and intermediate Mandarin learners at Stellenbosch University". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19925.
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Thesis (MPhil)--Stellenbosch University, 2012.ENGLISH ABSTRACT: The number of Chinese-learners in South Africa has increased rapidly in recent years, but the quality of the dictionaries that are available for their use has not improved much. The more students study Chinese, the more it becomes necessary to create suitable dictionaries to facilitate their studies. In the hope of meeting this need, this study selects two written dictionaries commonly used by students at Stellenbosch University in South Africa, namely the Oxford Beginner's Chinese Dictionary and the Concise English-Chinese Chinese-English Dictionary, to analyze, comment on and compare in terms of structure and equivalence. Using the results of this analysis, this study offers suggestions for improving the quality of future Mandarin learner’s dictionaries. This study takes into consideration the situation faced by students when learning Chinese abroad, especially in South Africa, the development of pedagogical lexicography in Chinese-learner’s dictionaries in China and abroad, the relationship between online dictionaries and written dictionaries, and some special characteristics of the Chinese language, all of which factors greatly influence the making of a dictionary. Theoretically and methodically, this study is based on Function Theory as presented by Sven Tarp. According to Function Theory, before writing a dictionary, lexicographers must analyze specific types of users in specific types of situations. This study attempts to follow Tarp’s suggestion by analyzing a small group of dictionary users with the help of a survey conducted by the author in an attempt to get a general idea of how Mandarin learners at Stellenbosch University use dictionaries. The main focus of this study is the frame structure, microstructure, macrostructure and dictionary equivalence in two dictionaries--Concise and Beginner’s. After carefully analyzing these aspects of the dictionaries, the author identifies the sections of these dictionaries which successfully present information in a way that will be most beneficial for their intended audiences. The study goes on to pinpoint less-successful sections of the two dictionaries and provides suggestions for improvement. In sum, this study focuses on using the principle of Function Theory to determine what features should be included in Mandarin learner’s dictionaries to make them more suitable for elementary and intermediate learners of Mandarin at Stellenbosch University, in South Africa, and, by extension, in other parts of the world.
AFRIKAANSE OPSOMMING: Die afgelope paar jaar het die aantal studente van Sjinees in Suid-Afrika aansienlik toegeneem, maar die standaard van beskikbare woordeboeke het nie veel verbeter nie. Hoe meer studente Sjinees bestudeer hoe noodsaakliker is dit om gepaste woordeboeke te ontwikkel om hulle in hulle studie te help. Om aan hierdie behoefte te voldoen, kies hierdie studie twee woordeboeke wat gereeld deur studente aan die Universiteit van Stellenbosch benut word, naamlik die Oxford Beginner’s Chinese Dictionary en die Concise English-Chinese Chinese-English Dictionary, om hulle te ontleed, kommentaar te lewer en hulle met mekaar in terme van struktuur en ekwivalensie te vergelyk. Met behulp van gevolgtrekkings uit hierdie ontleding word voorstelle gemaak oor hoe om die standaard van toekomstige woordeboeke te verbeter. Die studie neem die situasie in ag waarmee studente wat in die buiteland Sjinees studeer, veral in Suid Afrika, te doen kry, die ontwikkeling van pedagogiese leksikografie in woordeboeke in Sjina sowel as die buiteland, die verhouding tussen aanlynwoordeboeke en gedrukte woordeboeke en sekere spesiale eienskappe van die Sjinese taal - alles faktore wat die opstel van woordeboeke beïnvloed. Teoreties en metodologies is hierdie studie op die funksieteorie, soos aangebied deur Sven Tarp, gebaseer. Volgens die funksieteorie moet leksikograwe voor die opstel van 'n woordeboek spesifieke tipes gebruikers in spesifieke situasies analiseer. Hierdie studie poog om Tarp se voorstelle te volg deur 'n klein groep woordeboekgebruikers, met behulp van 'n ondersoek, uitgevoer deur die outeur, te analiseer om sodoende 'n algemene idee te formuleer van hoe Mandarynse studente aan die Universiteit van Stellenbosch woordeboeke benut. Die hooffokus van hierdie studie is die raamwerk, mikrostruktuur, makrostruktuur en ekwivalensie in die twee gekose woordeboeke – Concise en Beginner’s. Nadat hierdie aspekte van die woordeboeke noukeurig ontleed is, identifiseer die outeur die dele wat inligting op die voordeligste manier vir die bestemde gebruiker aanbied. Ook identifiseer hierdie studie die minder suksesvolle dele en stel moontlike verbeteringe voor. Samevattend fokus hierdie studie daarop om die beginsel van die funksieteorie te benut deur vas te stel watter eienskappe in woordeboeke ingesluit moet word om hulle meer geskik te maak vir elementêre en intermediêre Mandarynse studente aan die Universiteit van Stellenbosch in Suid-Afrika, sowel as in ander dele van die wêreld.
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Cheung, Wing. "Teaching Chinese language in Putonghua of a primary three class in Hong Kong a case study = Xianggang xiao xue san nian ji yi Pu tong hua jiao shou zhong wen de ge an yan jiu /". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37650026.
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Guillon, Bertrand. "Le rôle des représentations dans l'enseignement du chinois à l'école élémentaire". Thesis, Strasbourg, 2012. http://www.theses.fr/2012STRAC014.
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Cette thèse intitulée "Le rôle des représentations dans l'enseignement du chinois à l'école élémentaire"s'inscrit dans le domaine de l'acquisition d'une langue étrangère. Elle cherche à rendre compte des modes de représentations de la langue chinoise induits au sein de dispositifs éducatifs nécessitant des contenus d'apprentissage, des enseignants, des pratiques pédagogiques et des acteurs sociaux. Ces représentations dépendent aussi de processus qui façonnent les usages linguistiques du chinois dans l'espace mondial. La thèse observe leur rôle pour mettre en question la façon dont on enseigne le chinois aux enfants. L'introduction relativement récente de la langue chinoise au programme scolaire de l'école élémentaire et la promotion de la langue chinoise comme lingua franca du futur témoigne de l'importance que la société accorde à cet apprentissage. L'auteur a rassemblé les représentations des différents acteurs : enseignants, parents et élèves, qui sont confrontés à l'enseignement du chinois, pour évaluer leur impact sur la façon dont on oriente le contenu de cette discipline afin de mesurer les enjeux linguistiques de ce choix.Les chapitres de cette thèse se sont inscrits dans un double cadre. D'une part, on a tenté d'analyser d'un point de vue pédagogique les rapports entre la représentation de la langue chinoise et les pratiques existantes qui sont trop souvent impensées. Ces pratiques étant d'ailleurs effectuées conjointement par des professeurs sinophones et des professeurs de chinois de langue seconde. D'autre part, on a puisé dans les matériaux empiriques nécessaires à cette analyse dans le cadre du rôle grandissant du chinois comme langue internationale dans le contexte de l'importance croissante de la Chine au cœur de la mondialisationThis Thesis entitled "The role of representations in teaching Chinese at primary school" is in keeping with the field of learning a foreign language. It tries to account for the means of representations of the Chinese language induced within educative deployment requiring some contents as learnings, teachers, educational methods and social players. These representations depend also on the process that mould the linguistic uses of Chinese in the world. The Thesis observes their role to question the way of teaching Chinese to the children. The introduction relatively recent of the Chinese language into the scholar syllabus of the primary school and the promotion of Chinese language as lingua franca for the future show the importance that societ y attaches to this learning.This Thesis’s chapters are inscribed on a double bounds. On the one hand, we have tried to analyze from an educational point of view the links between the representation of Chinese language and the existing practices which are too often unthought. These practices are jointly carried out by the Chinese teachers and by teachers of Chinese as second language. On the other hand, we draw on the empirical material necessary to this analysis as part of the increasing role of Chinese as international language in the context of the growing importance of China in the heart of globalization
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張翠珊. "1997年後香港學生對普通話態度的硏究調查". HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/411.
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Lau, Man-kit Francis y 劉文傑. "An analysis of the implementation of the putonghua curriculum (elective) for junior secondary level in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960297.
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Lin, Chieh-Wen y 林婕雯. "An Analysis of Basic Mandarin Chinese Teaching Materials for Children:“Let’s Learn Chinese”and “Mandarin Matrix”". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/5zdu25.
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碩士國立政治大學
華語文教學碩博士學位學程
107
Recently the demand for children's Mandarin Chinese learning materials are increasing due to the growing number of learners, however, academic studies on learning materials for children are rare. Therefore, this topic is worthy of further research.This study aims to analyze two representative basic Mandarin Chinese learning materials for children and to find out their characteristics in editing in order to provide a basis for future learning materials. This study also aims to find out any possible improvement. Meanwhile, the comparison of topics and styles are also discussed. The research methods conducted in this study are Content analysis and Comparative method. The first material to be analyzed is "Let's Learn Chinese", which is edited by the Overseas Chinese Affairs Committee of the Republic of China. This is the latest material for second language learning published by OCAC. The second one is "Mandarin Matrix", which is co-edited by the Confucius Institute of the University of Utah in USA and Mandarin Matrix Publisher in Hong Kong. It is targeting the students studying in Chinese immersion elementary schools in the Utah State. Both materials belong to second language learning.In this study four teachers are invited to analyze the characteristics of learning materials. The result points out that "Let's Learn Chinese" focuses on enhancing reading and writing abilities and it is suitable for overseas Chinese students. Nevertheless, the majority of students in overseas schools are not Chinese, and the difference between countries should be taken into account as well.On the other hand, "Mandarin Matrix" is a material suitable for local students. Yet, due to its essence of co-editing, the sentences in the materials are stiff and unnatural, and it also focuses on enhancing reading and writing abilities.For the topic choosing, both materials conform with the standard for children’s Mandarin Chinese learning materials in topic choosing as they both display development from individual to the student experiences such as school lives.For future studies, it is suggested that scholars may continue to analyze "Let's Learn Chinese" after Volume 5 and “Mandarin Matrix beyond intermediate level. The recommendation for editing by these analyses could benefit future children’s Mandarin Chinese learning materials.
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WEI, PEI-LING y 魏珮玲. "A Feasibility Study on Teaching Mandarin Chinese via Traditional Chinese Knot Art". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/z34age.
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碩士國立臺北大學
古典文獻與民俗藝術研究所民俗藝術組
100
While studying the Mandarin Chinese language the gradual accumulation and internalization of the culture is inevitable. This thesis intends to examine current teaching theories in practice in folk arts classes conducted in Mandarin Chinese and in a practical setting, particularly teaching theorem and methods. This paper will focus in particular on the instruction of traditional Chinese knot arts in an overseas folk arts class and the feasibility of the integration of the arts and the instruction of Mandarin Chinese. This paper will rely primarily on surveys and has been categorized to best represent the interaction between the learners and teachers of Mandarin Chinese, their interests in the arts, and expectations. The goal is to research the feasibility of the integration of traditional Chinese arts into courses for non-heritage learners of Mandarin Chinese as defined by ACTFL. Through this research we hope to learn whether or not the integration of traditional Chinese knot art into the Mandarin Chinese curriculum will better assist the learning of the language. This paper also hopes in addition of assisting overseas Chinese students in becoming familiar with their ethnic culture but following the learning goals of the 5Cs. This paper has been divided into 6 chapters. The first chapter will discuss motivation and background of this study as well as the goals and research methods. The second chapter will review related research and the third chapter will discuss the survey results of the learners and teachers. The fourth chapter will discuss the feasibility of teaching Mandarin Chinese via traditional Chinese knot art. The fifth chapter will discuss the future prospects and curriculum design for the integration of traditional Chinese knot art and teaching Mandarin as a second language. The sixth chapter will offer conclusions and suggestions on the integration of the traditional Chinese knot art and teaching Mandarin as a second language.
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Lee, Wan-Ju y 李宛儒. "Beginner-Level Chinese Mandarin Teaching Material Models for Overseas Children". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/02386519344275611609.
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碩士國立臺灣師範大學
華語文教學研究所
99
Due to the rapid growth and development of China’s economy, many people start to learn Mandarin. Abundant teaching materials have been published; however, a majority of them are designed for adults, not children. This study attempts to discuss the design of beginning-level Mandarin Chinese teaching materials for overseas children. The author of this study reviews literature of children’s language-learning progress and how different learning features of children are from adults. This study also gives an overview and analysis of the current teaching materials for children. Moreover, to understand the demand of children’s teaching materials, the author interviews the Chinese teachers of children and then tries to explore the principles of children’s teaching material design based on Total Physical Response and Task-based approach and related theories. Furthermore, the author develops an example lesson based on the above principles and makes revision according to students’ feedback after trial teaching. Finally, the author draws a general conclusion for the whole study.
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Seo, Hyemi y 徐惠美. "The Design of Mandarin Chinese Pronunciation Teaching Material for Korean students". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/35598690004425789760.
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碩士國立臺灣師範大學
華語文教學研究所
98
This thesis is written in order to design a suitable Chinese pronunciation material for Korean students. This thesis first introduces the research background, purpose, method and explain related terms of this thesis and reviews the differences of the pronunciation between Korean and Chinese. And Chapter 3 is based on the questionnaires results analyzes the pronunciation errors of Korean students. According to the analysis results of Chinese pronunciation materials Korea, China and Taiwan three countries published, investigates the present state of Chinese pronunciation teaching material. Then Chapter 5 is based on the differences of pronunciation between Korean and Chinese from chapter two and the research results from chapter three and four to design a Chinese pronunciation teaching material for Koreans. Lastly the researcher will evaluate the curriculum via student’s test and questionnaires results then correct it.
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CHIU, HSIN-CHIEH y 邱沁絜. "An Analysis Study of Mandarin Chinese Teaching Materials of Young Children". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/32388141201301411323.
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碩士國立屏東大學
華語文教學碩士學位學程
105
The number of learning Chinese has been continuously on the rise all over the world, as well as influenced on every country’s strategy of learning foreign languages, thus they have gradually listed Chinese as one of elective courses. Moreover, every country also noticed that learning languages earlier will have better effectiveness; therefore, they’re progressively promoted to build the foundation of Chinese learning, so as to have certain demand of Chinese learning for young children. This study adopted 3 sets of Mandarin Chinese teaching material for young children, including “Chinese for Young Children” Book 1 to 4, “Living Mandarin” K1-K3 and “Little Bean Learns Chinese” Book 1 to 2, as the research object, and by means of the content analysis method to conduct the content analysis for teaching material contents. In addition, this study intended to investigate the learning items and situational subjects on these 3 sets of teaching materials according to the whole language approach and devising principle of Mandarin Chinese teaching materials, as well as analyze whether or not these 3 sets of teaching materials comply with the characteristics of devising principle of Mandarin Chinese teaching materials for young children: direction, scientificity, interesting and practicality. Research results showed that the difference in these 3 sets of teaching materials and necessary notice to devise Mandarin Chinese teaching materials for young children. In learning items, most teaching material contents of listening, speaking, reading and writing comprehension contained short articles, conversations and songs, only one set of teaching material contained 2 stories with a very low percentage; as a result, the learning forms and styles are lack of diversity. In situational subjects, they may add about personal health life and behavior, shopping or young children’s living related situational subjects. Furthermore, cultural subjects, such as riddles and poems, should be devised into the teaching materials, so as to make the situational subjects to be more interesting. In sum, the devising of Mandarin Chinese teaching materials for young children needs not only focus on young children’s cognitive development and learning characteristics, but shall also be careful with the repetition rate of words and phrases in such teaching materials.
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Cha, Ju Wei y 查菊娓. "Mandarin Kinship Terms in Teaching Chinese as a Second/Foreign Language". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/30695122294401537165.
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Yao, Shu-Ting y 姚淑婷. "The Research of Teaching Recognizing Chinese Characters in the Primary Mandarin Curriculum". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/91315173005512541199.
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碩士中原大學
應用華語文研究所
99
Chinese characters are the treasures of the Chinese culture, and it’s one of the motives that attract foreigners to learn Chinese. However, Chinese characters are really difficult to learn for the students with non-Chinese background, as well as it’s easy to make mistakes when they use Chinese characters. In order to solve this problem, my study aims to discuss the fundamental research of teaching recognizing Chinese characters. Especially to discuss what characters are suitable for the students with non-Chinese background to learn at elementary level. Many studies have indicated that Mandarin teaching materials are not good enough and they really needed to improve. Therefore, I selected six sets of Primary Mandarin teaching materials as the research materials those are widely used in Taiwan, China and United States. To examine all the content that relevant to teach recognizing Chinese characters of those teaching materials. A corpus-based data on the vocabularies used in six Mandarin teaching materials were compiled and analyzed through Microsoft Access system. Quantitative descriptive and qualitative analyses were conducted on the data. Further, my discussions highlight the charts of standard forms of common national characters in Taiwan and China, with reference to a character frequency list. I have draw up a list of the most commonly-used 500 characters for the students with non-Chinese background at elementary level. I suggest that they should first focus on these most commonly-used 500 characters if they want to enhance basic ability in Chinese reading. At the same time, curriculum content also can be designed in accordance with this standard. Finally, it proposes some suggestions for the compilers of Mandarin teaching materials, and the “most commonly-used 500 characters”were used as the basis to design a content of the reference book. It’s available to the editors of Mandarin teaching materials. I hope that this study will served in teaching Chinese as second language and also helps Mandarin teachers and researchers to do the research. Your comments are very welcome, please let me know.
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Sun, Tzu-han y 孫子涵. "Country-based Mandarin Chinese Teaching material Design: German Learners as an Example". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/e8dmj7.
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碩士國立臺灣大學
華語教學碩士學位學程
107
The field of Mandarin Chinese language education has been around for many years, leading to extensive development of teaching methods, content, and materials. However, as the number of Mandarin learners increases, learner backgrounds also become more diverse. At present, Mandarin teaching materials published in Taiwan and China are mostly designed for English native speakers, and neglect the needs of learners from other language backgrounds. In response to this situation, the compilation of country-specific teaching materials is necessary. The development of teaching materials is mainly based on the principles of target-orientation, systematization, practicality, and interesting content. With these principles in mind, this thesis analyzes existing teaching materials in Taiwan and China, discovering areas that can be adjusted and improved due to the diversity of learners, and addressing the advantages and disadvantages of previously published country-based teaching materials. After organizing and analyzing existing teaching materials and the general state of teaching, I discovered that country-based teaching materials must pay more attention to 4 aspects: teaching phonetics and grammar in relation to the learners’ native language, teaching Chinese culture in comparison with the culture of each country, spending equal time addressing both cultures, and bringing Chinese character teaching into the curriculum for beginner-level materials. After addressing the principles listed above, I present beginner-level lesson dialogues for the first three lessons geared toward German students, and a lesson plan based on this content to demonstrate the principles of country-based teaching material design.
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Chang-Chien, Chiung-O. y 張簡瓊娥. "Zero pronouns in Mandarin Teaching Materials for Chinese learners of Reading Comprehension". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/84041815550925555524.
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碩士國立高雄師範大學
華語文教學研究所
99
This study attempted to examine the types of zero pronouns in Mandarin Chinese appearing in the two textbooks frequently used in Taiwan for Mandarin Chinese learners—Practical Audio-Visual Chinese（2nd edition）and Far East Everyday Chinese—and the correlation between the learners’ comprehension of zero pronouns and their reading comprehension. There were 50 students above the intermediate level coming from Mandarin centers in universities in Taiwan participating in this study. The study suggested that there are mainly four factors influencing the subjects’ choice of referents of zero pronouns—（1）the distance between a zero pronoun and its referent in a text,（2）sentence structure,（3）students’ background knowledge, and（4）position of the antecedent.
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Wu, Chi-ting y 吳紀廷. "A study of relationship between Mandarin Chinese Teachers’ Teaching Beliefs and Their Teaching Behaviors in Ping Tung". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/71649662625486222725.
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碩士國立屏東教育大學
華語文教學碩士學位學程
99
The purpose of this study is to investigate the current condition and the relevance of Mandarin Chinese education teaching beliefs and their teaching behaviors by teachers in schools and how they are different with environment variables. In order to reach the study purpose, this study chose interview and survey method: “The Questionnaire of Mandarin Chinese Teaching Beliefs and Mandarin Chinese Teaching Behaviors” developed by the researcher. The study objects were the Mandarin Chinese teachers in Ping Tung County. The effective samples are 73 in total. According to the result of the questionnaire﹐the following conclusions are gained by descriptive statistics, Pearson’s product-moment correlation method, and the regression analysis in multiple steps. Based on the result of the analyzed data﹐conclusions are drawn as follows： 1.Mandarin Chinese teachers’ beliefs in Mandarin Chinese teaching were constructive, especially in beliefs of curriculum and teaching material. 2.Mandarin Chinese teachers’ behaviors in Mandarin Chinese teaching were well in every aspect, especially in teaching assessments. 3.Female teachers were better in beliefs of Mandarin Chinese teaching curriculum and material and teaching practice than males teachers. 4.Female teachers were better in behavior of whole aspects than male teachers. 5.Young teachers were better in beliefs of wholes aspects and teaching practice than old teachers. 6.Old teachers were better in behaviors of whole aspects , curriculum and material and teaching practice than young teachers. 7.The teachers graduated in the common colleges’ education course and teachers’ training class were better in whole aspects of Mandarin Chinese teaching beliefs and behaviors than those who graduated from the pedagogical colleges and universities. 8.Senior teachers were better in whole aspects of beliefs than junior teachers. 9.Senior teachers were better in behaviors of whole aspects , curriculum and material and teaching assessments than junior teachers. 10.The teachers participated in Mandarin Chinese curriculum and study were better in whole aspects of Mandarin Chinese teaching beliefs and behaviors than those who have no specialized background. 11.The higher Mandarin Chinese teachers’ teaching beliefs are, the better teaching behaviors’ performances are. 12.Mandarin Chinese teachers’ beliefs have the influence to the Mandarin Chinese teaching behaviors.
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Ouyang, Hui y 歐陽慧. "The Design of Mandarin-Chinese Teaching Materials with the Theme of Taiwan National Parks". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/248qac.
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碩士國立中央大學
中國文學系
105
The Design of Mandarin-Chinese Teaching Materials with the Theme of Taiwan National Parks Abstract The development of teaching material is extremely important within foreign language teaching. In the last few years, Mandarin-Chinese textbooks have become more common; nevertheless, the teaching materials and courses for tourism regarding “Chinese for Special Purposes”( CSP ) has remained scarce. This study attempted to develop Mandarin-Chinese teaching materials for Taiwan’s National Parks. Mandarin-Chinese Second-Language Learners’ needs and interests in traveling to Taiwan’s National Parks were surveyed and evaluated by experts who teach Mandarin-Chinese as a profession. Through using the Document Analysis Method and the Questionnaire Survey, data or information was collected, sorted, and analyzed in the designing of the teaching material for Taiwan’s National Parks in order to increase reliability and validity through expert judging and material revision. The results are as follows: Results indicated that the majority of Mandarin-Chinese learners have a great interest in learning Mandarin, Taiwan history and culture through tourism teaching materials. The questionnaire and the material evaluation both agreed that the text content should be mainly arranged by the topic of simulated situations such as hiking, renting a car, and so on. In order to assist Mandarin-Chinese learners with listening, speaking, reading, and writing, the material should be designed with vocabulary, sentence-patterns, important historical-cultural information, and synthesized practice. Expert evaluation indicated that this teaching material conformed to the fundamental principles of material-design in this study such as usability, cultural elements, and so on. At the same time, it promotes communication and socialization in learners and increases their understanding in the customs and traditions of Taiwan. This study was designed with Mandarin-Chinese integrating tourism to meet the learning needs of Chinese-Mandarin Second Language Learners. Subsequently, foreigners and Mandarin instructors can utilize this study’s teaching materials to enhance Mandarin acquisition and the assimilation of information regarding Taiwan's Nine National Parks. Hopefully, it can provide future instructors teaching tourism and researchers with some advice and references. Keywords: Tourism, Mandarin-Chinese, The design of Mandarin-Chinese teaching materials, Taiwan National Parks
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FAN, LIN-LIN y 范琳琳. "Research and Development of Thematic Mandarin Chinese Teaching Materials for Children in the Philippines". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/5975g5.
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碩士中國文化大學
華語文教學碩士學位學程
106
The purpose of this thesis is to design a thematic Mandarin Chinese teaching matrials for children.Targeted at non-Mandarin-speaking children (5-7 years old) Manila,Philippones.The Mandarin Chinese teaching materials and courses are designed based on the needs of children. And based on the theory of the analysis of children's teaching materials.And to interview the Philippine kindergarten Mandarin teachers of the demand for teaching materials,as a reference for the preparation of design materials.Try to find the best teaching materials and teaching which is suitable for Philippine children's Chinese learning.The study was based on the preparation of Chinese language teaching materials for children and made conclusions after the trial teaching and evaluation. It is hoped that they will provide a reference direction for the preparation of Chinese language teaching materials for children. This thesis adopts a developmental research method, with questionnaires and interviews.To interviews with teachers after the trial to collect the opinions of teachers, confirm the effectiveness of the teaching materials and curriculum design,and finally, based on experimental feedback correction. The researcher selected the theme in the first phase of the “California's Foreign Language Standards in the United States” and developed the topic concept network.Then compiled three thematic materials combind with the multiple- intelligent activities design method “My body”, “Various colors,” and “Transportation”.After expert verification, the researcher went to the Philippine to implement teaching experiments. According to the research results, the thematic teaching materials are used to integrate language, subject knowledge, culture.The multiple-intelligent activities design to take into account the individual differences of children.Combined these two can enrich teaching activities, enhance the children's interest in learning Chinese and maintain the children's attention.It is the most effective and suitable teaching method for children aged 5 to 7 in the Philippines.
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Hsiao, Jennifer Ching-hui. "Fangyan-speaking learners of Mandarin Chinese in U.S. universities : experiences of students with heritage backgrounds in Chinese languages other than Mandarin". Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-08-1965.
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With the rising importance of Mandarin Chinese since the 80s, researchers have paid more attention to the Mandarin learners of heritage backgrounds who can understand or speak Mandarin Chinese before entering Chinese as a Foreign Language (CFL) programs. However, the study of Fangyan-speaking learners of Mandarin Chinese has been long neglected and still remains scarce. This interview study was conducted with twelve Fangyan-speaking learners of Mandarin in U.S. universities with an aim of investigating the linguistic knowledge and ethno-cultural identities that Fangyan-speaking students bring to college-level CFL classrooms. Another focus of this study is to investigate the perception Fangyan-speaking students have about their linguistic abilities and what Fangyan-speaking students are perceived to be the expectations of their instructors and peers.
This study was conducted in two CFL programs: a long-established dual-track program in a research university and a newly-established mixed track program in a teaching university. Both Fangyan-speaking students and their instructors were recruited for interviews and document data were collected from both students and their instructors.
A modification of Krashen’s Input Hypothesis (1981) was employed in categorizing four types of Mandarin input, in which Cantonese pronunciation for reading purposes and media consumption were found to play important roles in Fangyan-speaking students’ Mandarin learning. Analysis of the data also revealed that Fangyan-speaking participants’ ethno-cultural identities may exhibit a nature of “hybridity” (Young, 1995) owing to their family immigration histories. Implications derived from the findings are offered for researchers, practitioners, and administrators of programs that serve tertiary CFL learners.text
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CHANG, YUEH-CHEN y 張月珍. "Research and Development of Mandarin Chinese Teaching Materials for Tourism － The Case of Taoyuan Airport". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/39d579.
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碩士中國文化大學
華語文教學碩士學位學程
105
This study is to take Taoyuan Airport as an example. To carry out localized design and compilation of tourism Chinese teaching materials.For the purpose of research, this paper first collects and analyzes the relevant literatures such as sightseeing Chinese, traveling Chinese and second language teaching materials. And from the perspective of zero-level Chinese learners, to prepare a questionnaire for Japanese travellers’ demand for Taoyuan Airport sightseeing Chinese learning, to investigate the problems frequently encountered by Foreigners entering and leaving Taoyuan Airport;Then, the interview questionnaires will be used as the basis for the design of the research materials. After the first draft of the textbook is finished, experts and scholars will be invited to make professional opinions and amendments to the textbook contents.The results of this study are as follows: (1) The foreigners mostly want to know the location of Taoyuan Airport, (2) the textbook design should combine the real materials. This study uses the learner needs survey to integrate the Chinese language needs of Japanese travelers into Taoyuan Airport. The top ten themes are: (1) immigration and customs, (2) lost baggage, (3) Foreign exchange, (4) mobile phones and communications, (5) Airport ground access, (6) Tax refund, (7) Check-in, (8) tobacco and cosmetics exchange products, (9) contraband, (10 ) Boarding. There are about four dialogues in each topic text.In addition, under the concept of learner-centered teaching materials, this study aims to provide Japanese hiragana phonetic transcription to those who are unfamiliar with Hanyu Pinyin, making it easier to read. It is found that there is no coherent sound in Japanese, such as ㄓ［zhi］、ㄔ［chi］、ㄕ［shi］ in the attention notation.Nevertheless, it does not affect communication immediately, However in order to overcome this difficulty, we must improve the sound in the future.This paper attempts to use the mother tongue of the Native speakers as a pinyin, Which can make the foreigners feel comfortable while learning a second language, and can quickly enter the learning state. Therefore, the study suggests that the future Compilation of teaching materials do not have to use the Chinese phonetic or phonetic symbols.
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Shih-Yu, Hou y 侯詩瑜. "Teachers' View and Practice of L2 Chinese Culture Teaching of Mandarin Daily News Language Center". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/ap7258.
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碩士國立臺灣師範大學
華語文教學研究所
97
The purpose of this thesis is to investigate the teacher’s view and practice of L2 Chinese culture teaching. Based on survey result, handle the culture teaching workshop lasting two days. This research is a case study. The research object is only limited to the Chinese teachers of Mandarin Daily News Language Center. Probe into and put in order through documents, carries on questionnaire investigation , interviews and the classroom observation to the teachers of Mandarin Daily News Language Center, according to the analysis demand of the investigation result , handle Chinese teacher's culture teaching workshop in Mandarin Daily News Language Center. About documents research, probe into culture teaching, cross-cultural communication and multicultural education separately, based on this and designed the questions of questionnaire and interview. This study adopts the quantitative research method and qualitative research method. The respect of quantity, carry on the investigation and carry on the statistical analysis of the data with the questionnaire, therefore get the understanding of the overview; On the research of the quality , by way of interview , probe into Chinese teacher's cognitive idea deeply, in addition, by way of observing in the classroom , investigate the real culture teaching present situation. Finally provides Chinese teacher opportunity to promote culture teaching knowledge by workshop. The findings of this research are: 1. L2 Chinese teacher should pay more attention to the cultural diversity of Chinese classroom in Taiwan, and pay attention to the ' communication culture ' in culture teaching. 2. in the investigation result of ' culture teaching ' cognition, ' the latent knowledge inside including values , faith of culture ' and contemporary major culture which are keys to success for communication, but easy to be neglected by the teachers. 3. It is necessary to set up the culture teaching methods, cross-cultural communication and multicultural education correlated curriculums in a L2 Chinese teacher training.
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Yu, Nien-Tzu y 游念慈. "A Comparative Analysis of Passive Constructions in Mandarin Chinese and Turkish with Applications in Teaching Chinese as a Second Language". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/29r6yq.
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Wang, Lunlun y 王稐綸. "Research and Development of Mandarin Chinese Teaching Materials for Five to Seven Year Old Australian Children". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/14744232110097498705.
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碩士國立臺灣師範大學
華語文教學研究所
98
As more and more people decided to learn Mandarin Chinese, it is essential for educators to constantly review and update their teaching materials. As of now, teaching materials geared towards children are inadequate, with a specific lack of practical educational materials. As a result, Chinese teachers are not as effective as they could be in educating these children. Currently most of the Chinese teaching materials available are for children of Chinese heritage. The materials are complicated and impractical for the majority of children aged 5 to 7 years old (kindergarten to year one students). Thus, there is a keen demand for good Mandarin Chinese teaching materials for this age group. Therefore, the purpose of this thesis is to discuss the concept of good Mandarin Chinese materials for children aged 5 to 7 years old, and provide practical guidelines for developing useful teaching materials for these students.
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Wu, Huiping y 吳惠萍. "Investigation and Analysis about the Viewpoints of Mandarin Chinese Teachers in Bangkok toward Communicative Language Teaching". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/75994382964728793881.
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碩士國立高雄師範大學
華語文教學研究所
94
Overseas Chinese's educational work moves gradually toward Mandarin Chinese education from the overseas-Chinese education after the 1970’s. The practice of teaching Chinese as second language replaces the type of the traditional overseas-Chinese education. However, although Thai government has already fixed the process that Mandarin Chinese teaching is regarded as the foreign language education, there is no Mandarin Chinese course outline to regulate all levels of school clearly. The authority to formulate the course is actually grasped by Mandarin Chinese teachers. This research aims at investigating the present situation and demand of Mandarin Chinese teachers' teaching in Bangkok, understanding their viewpoints toward Communicative Language Teaching, and assessing the difficulties and solutions encountered while carrying out this teaching method. This research expects to offer reliable and practical data and suggestion in the aspects of teaching material researching and developing, teacher training, teaching organization construction and setting up the cooperative policy about Mandarin Chinese teaching with Thailand in the future. According to the purposes mentioned above, the research will make the questionnaire according to relevant literature and theory analysis at first, and then survey 67 Mandarin Chinese teachers in Bangkok adopting the tactics of judgmental sampling and snowball sampling. At last, analyze the questionnaire with descriptive statistics, t test, one-way ANOVA, and so on. The results of the questionnaire are as follows: 1.The overall teaching viewpoints of Mandarin Chinese teachers in Bangkok have intention to agree Communicative Language Teaching. 2.The teachers present the polarized reactions on four items, “the learning goal,” “the teaching strategy,” “the teaching content,” and “the way of assessment.” 3.It is whether teaching in the international school, editing teaching material by oneself, different academic background, and different ways to divide classes that make an obvious difference to the viewpoints toward Communicative Language Teaching 4.In the teachers’ opinions, the largest obstacle to carrying out Communicative Language Teaching is the lack of teaching materials and the difficulties in cooperating with the administration. The best solution is to edit a set of teaching materials for Thailand specially.
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Kao, Pei-shan y 高珮珊. "Learning Communities Applied on Teaching Mandarin Chinese to Year 5 at Primary School: an Action Study". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/05283444179415183600.
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碩士世新大學
資訊傳播學研究所(含碩專班)
103
In recent years, due to the changes of social environment and the 12-year Compulsory Education Law, the new learning methodology of learning community becomes one of the main teaching methods. The Japanese professor, Manabu Sato, is focusing on students and expect to help them could enjoy learning and developing self-learning abilities. Therefore the purpose of this study is to discuss the application of Learning Community on learning Chinese literature, analyze the issues occurred during experiment and ways to solve them. Moreover, for teachers, they have chances to think and improve their knowledge of teaching. In this study, the new Taipei happy country five love small class total 25 students for the study, the use of action research, teaching activities around through the actual teaching, continue to reflect. The conclusion of this research is that students could highly accept teaching method of Learning Community, and they would have positive attitude toward learning. As a positive result of applying the methodology of learning community in learning Chinese literature lessons, this would help teachers to improve their teaching more professionally, increase their teaching abilities and will to consistently acquire further teaching knowledge.
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Lin, Chung-Jen y 林重仁. "A Study on Mandarin Chinese Cold Reading Curriculum and Teaching－Take 2014 American Chinese Language Flagship Program of ICLP for Example". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/dne7a6.
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碩士國立臺灣大學
華語教學碩士學位學程
106
With the increasingly important political and economic status of China, learning Mandarin Chinese has become a trend among people all over the world. The U.S. government has implemented the Language Flagship Program in response to international situations and strategic considerations. Among the nine languages, Mandarin Chinese has been the most popular, and the quantity of Chinese center for the Language Flagship Program is also the most numerous. As one of the summer programs recognized by the Language Flagship Program of the United States, the International Chinese Language Program of National Taiwan University has established a Chinese cold reading curriculum to develop and enhance students'' reading ability. The Mandarin Chinese cold reading curriculum is a reading training course. Through the reading materials issued by teachers, strict time-limited reading is performed in class. Students’ reading ability and reading speed are enhanced through the training, teachers’ questions and teacher-student interaction. The purpose of this research is to analyze and look into the cold reading curriculum, cold reading teaching and teaching materials; via the theories and research of reading, extensive reading and cold reading to gradually understand the essence of the cold reading course. Besides, this dissertation uses relevant theories as the basis of the operation of cold reading curriculum and the selection of cold reading materials. In order to improve the cold reading course, this dissertation discusses cold reading class of 2014 ICLP Language Flagship Program. A more complete Mandarin Chinese cold reading course is constructed by analyzing the course, reading materials, and problems. Moreover, this dissertation reviews actual teaching experience in the past, and combines the principles of teaching theory and selection of teaching materials to make a good teaching process and better Mandarin Chinese cold reading materials. Last but not least, according to the cold reading materials and the cold reading teaching mode, we have made lesson plans to demonstrate the ideal teaching and learning in an effective Mandarin Chinese cold reading classroom.
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Tsai, Meng-Fang y 蔡孟芳. "A Study on the Design of Intermediate-Level Teaching Material for Spoken Mandarin Chinese with an Emphasis on Chinese-Japanese Homographs". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/66468088692878028243.
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碩士國立臺灣大學
華語教學碩士學位學程
104
Currently the Chinese teaching material has reached a certain scale in quantity and has a continual growing, however, the teaching material for a specific language skill for a specific country is still rare. Japanese-spoken learners generally have a weakness in oral expression capability in Chinese and in Japan the local Chinese teaching material aiming at the enhancing of oral expression capability is neither much in quantity nor comprehensive in content. In Chinese learning the Chinese-Japanese homographs are inevitable for the Japanese-spoken learners, some of them bring certain convenience in learning while others cause errors and confusions in the usage. There are certain research outcomes of the Chinese-Japanese homographs and most of them are the study of the errors in the learned, and some researchers proposed recommendations in the class teaching or teaching material editing, however, there is no teaching material focusing on the design of the Chinese-Japanese homographs. In order to help the Japanese spoken learners to make full use of the advantage of understanding the Chinese characters to reduce the errors in the usage and to enhance the oral expression capability, the article aims to exploit the category, quantity, and the frequent errors of the Chines-Japanese homographs, to analyze the spoken Chinese teaching material, and to come up with a model design of the teaching material focusing on the learning of the Chinese Japanese homographs. The findings help to develop the prototype of the Chines Japanese homographs teaching material, and to propose the teaching recommendations, expecting to help the Japanese spoken learners to make full use of their strong points and reduce the mistakes and to have continual in-depth learning. The article designs the intermediate spoken Chinese teaching material based on the Chinese-Japanese homographs, editing of 1160 homographs, about one third of the total homographs. The teaching material is divided into three parts based on the three categories of the homographs so as to lead the students to focus on one category at one time in order to avoid the confusions or mistakes may arise due to the sophisticated classification. It is also incorporating the skillful design of the spoken Chinese teaching material to help the learners understand the actual meaning of the phrase and practice in the meaningful spoken environment, with the hope to enhance the positive learning effects by the learning of the Chinese-Japanese homographs and to reduce the negative impact, targeting at the promoting of the oral expressing capability.
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陳冠良. "The Study on Student Attention from Task-based Language Teaching at the Intermediate Level in Mandarin Chinese". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/40128365986286326092.
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碩士國立臺灣師範大學
華語文教學研究所
98
The research was carried out in the way of quasi-experimental research methodology at the Mandarin Training Center of National Taiwan Normal University. Six classes were chosen randomly, and later they were divided into two groups in order to examine the status of the students’ attention: teachers in the control groups used the Communicative Language Teaching method and the Formulaic Speech Approach to teach Mandarin Chinese; in the experimental groups Task-based Language Teaching method (TBLT) was used. The research was to figure out solutions that might resolve issues related to student lack of attention as well as coming up with suggestions on how to apply this in the Chinese language classroom. According to the research data, teachers who used the TBLT method in their classes had “cognitive psychological advantages”. Students in the experimental groups got better grades in the attention tests and they had better attendance (in terms of percentage) than the students in the control groups. Additionally, the Asian students in both the control and experimental groups did better on the attention tests than the European and American students. As for the grades of language performance given by the teachers also showed relation with the attention test, which likely means that when students tend to be more attentive in class they will often get higher language performance.
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Wang, Cheng-Yu y 王政渝. "Research on the Strategy of Mandarin Vocabulary Teaching─Test Trial in Overseas Chinese School in the Philippines". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/88vw23.
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碩士臺北市立大學
華語文教學碩士學位學程
104
In recent years, Southeast Asia strives to develop vigorously and rises abruptly, especially Philippine. Most developed countries have faced the problems such as aging population and labor shortage. However, under its young population’s structure and stable political environment, Philippine catch up sharply by foreign investment. Thus, with the Philippine economic development, Chinese teaching study in Taiwan has greatly advanced at the same time. This study is the observation from 2014 to 2015 when the researcher served in the alternative military service as a Chinese teacher in Philippine. During the 10 months teaching, the researcher has discovered many problems need to be improved, especially the gradual declination of ability to learn Chinese. The following are some main reasons of the declination: the transition of family background, the peer pressure, the deficiency of Chinese educating policy, the rising awareness of native language, the insufficient quality of Chinese teacher, the inappropriate teaching material etc. Since the range of issue is too wide, the study will only focus on how the researcher changed the teaching method for helping students to memorize and use the vocabulary under the limited environment. The researcher took a language background questionnaire in two classes of middle school first grade. Both classes were taught by researcher. The survey reveals that most of the overseas Chinese school’s students regard Chinese as a third or fourth language which is significantly different from the Chinese teacher or public expected. Besides, over the period of teaching, the researcher has discussed with the local Chinese teachers about the solution to the declining ability of students. Nevertheless, it turned out that the local teacher tended to solve the problems by lower the difficulty of the test. Therefore, the researcher divided students into two groups when teaching the basic vocabulary. The experimental group was taken English as the auxiliary language and the control group was taught only in Chinese. Through the normal systemic teaching method and multiple-media teaching, the study will try to show the performance differences by general assessment and questionnaire between these two groups. Furthermore, the study also wishes to give overseas Chinese schools some suggestions about the future Chinese teaching development.
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Juan, Ching-Fang y 阮靖芳. "An Analysis of French Intonations and Chinese Mandarin Tones, and the Teaching Strategies for French CFL Learners". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/99040056954700468138.
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碩士中原大學
應用華語文研究所
101
Abstract Chinese tones are usually used to distinguish the meaning between the words and it is also a basic factor for Chinese beginners to learn Chinese phonetics. But most of the foreign learners always have trouble learning Chinese tones especially the learners whose native language is not the language with the tone language system. However, if these foreign learners speak Chinese with wrong tones, they will have trouble with expressing themselves clearly in Chinese. Thus, learning Chinese tones is like building a house, laying stable foundation is the basis and the most important step to do. This study focuses on analysis of French intonations and Chinese tones and the teaching strategies to French CFL. First, the researcher will collect the learners’ Chinese tones corpus and do error analysis. Then the researcher will explore the reason why it causes French CFL making errors on Chinese tones and what’s the type of errors they make. Second, according to the frequency of making errors on Chinese tones for French CFL, the researcher finds out the frequency from high to low is Chinese Tone2,Chinese Tone3, Chinese Tone 4, and Chinese Tone1. Next, the researcher will design a curriculum for French CFL based on the analysis results and teach Chinese tones by using the French intonations as teaching strategies .The content of the teaching curriculum is mainly the Chinese tone2 and Chinese tone3. Last, according to the results of phonetics post-test and interview, the researcher will know if the individualized- oriental teaching method would improve the errors on Chinese tones ; At the same time, the researcher will explore the effectiveness of teaching Chinese tones by using the French intonations. The result of the research indicated that the French CFL has improved their errors on Chinese tones through the pre-test and post- test contrastive analysis. Besides, according to the interview, the researcher realized the acceptance and feasibility of learning Chinese tones by using French intonations. The result has shown the effectiveness of the Chinese tones teaching strategies that researcher used. Hence, it is necessary to teach French CFL the Chinese tones by using individualized- oriental teaching method. If the Chinese teachers have a knowledge of learner’s native language, it will be helpful for teachers to notice the errors that learners’ make.
47
Wei, Miaochun y 魏妙純. "A Contrastive Analysis of Complaints between American Students and Native Speakers of Mandarin Chinese with Teaching Applications". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/39000932826215004479.
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碩士國立臺灣師範大學
華語文教學研究所
94
This thesis is based on the framework of Trosborg (1994). A speech act of complaints consists of complaints (head act) and directive acts as the core, external modifications and internal modifications as adjuncts. In practice, there is an additional "opting out" strategy often manifested in complaints. The most frequent strategy employed by native speakers of Mandarin living in Taiwan is "indirect attribution." The second is "direct criticism." The relationship and gender of interlocutors influence their complaint strategies. Interlocutors of the same gender tend to be more direct with each other. Each strategy has multiple forms depending on intended meaning and situation. Modality is discussed in the context of internal modification. Native Mandarin speakers' attitudes and volitions are frequently expressed through monosyllabic adverbs and sentence-end particles. Compared to native English language speakers, advanced Mandarin learners’ complaints bear similarities to those of native Taiwanese speakers of Mandarin. However, the intermediate-level Mandarin learners use "direct criticism" more frequently than native speakers. This is evidence that intermediate-level learners can not distinguish semantically between complaints and criticisms. Intermediate-level learners fail to choose appropriate strategies in various relationships and situations. Learners do not use appropriate directive acts -- demonstrating a U-shape (restructuring continuum of interlanguage). Also, intermediate learners use more external modifications than native speakers because learners are unable to assert their intentions by means of vague complaints and directive acts. Intermediate-level learners use frequent external modifications to mitigate or amplify the intensity of their message. So, although learners employ fewer internal modifications than native speakers, their use of internal modifications exhibit individual differences. Interestingly, learners frequently overuse internal modifications because of experiences in other language acquisition. Along with acquisition difficulties, the researcher discussed some teaching implications, curriculum design, teaching aids, instructions, teaching approaches, activities and students. Finally, on the basis of raw data and findings, the researcher designed a lesson plan with suggestions for instruction included.
48
李佩儒. "A Study of Teaching Beliefs of Mandarin Chinese Teachers and Their Teaching Performance for Elementary Schools in the Metropolitan City of Kaohsiung". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/13162723163839439314.
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碩士國立高雄師範大學
教育學系
96
A Study of Teaching Beliefs of Mandarin Chinese Teachers and Their Teaching Performance for Elementary Schools in the Metropolitan City of Kaohsiung Abstract This study is aimed to survey the current conditions of elementary teachers’ teaching beliefs and teaching performance in the course of Mandarin Chinese in Kaohsiung Metropolitan City. Four principal objectives in the study are stated as follows. The first objective is to understand the current conditions of elementary teachers’ teaching beliefs and the significant differences of teaching beliefs in Mandarin Chinese of elementary teachers with different background variables. The second one is to investigate the current conditions of elementary teachers’ teaching performance and the significant differences of teaching performance in Mandarin Chinese of elementary teachers with different background variables. The third one is to analyis the relationships and the predictability between teachers’ teaching beliefs and teaching performance in the course of Mandarin Chinese. The last and fourth one is to draw conclusions based upon the results of analysis data, and to propose some suggestions that educational administration.could improve elementary teachers’ professional development. In order to achieve these objectives cited, questionnaire survey is use as the principal research method in this study. A sample of 266 grade 1 and 2 elementary teachers in Kaohsiung City are surveyed by a self-constructed “Questionnaire of Elemtary School Teacher’s Teaching Problems in Mandarin Chinese”. Two hundred and forty-nine valid questionnaires (97.37％)are secured for data analysis. Some statistical analyses, such as the descriptive statistics, t-test, one-way analysis of variance, Pearson’s product-moment correlation, and multiple stepwise regression analysis, are applied in this study. Some conclusions are drawn as follows: 1. Elemtary teacher’s teaching beliefs are inclined to be positive in Mandarin Chinese. 2. Elemtary teacher’s teaching beliefs in Mandarin Chinese are significanly different in terms of different background variables. 3. Elemtary teachers’ teaching performance are also inclined to be positive in Mandarin Chinese. 4. Teaching performance of elementary teachers in Mandarin Chinese are significanly different in terms of different background variables. 5. There are significant positive correlations between elementary teachers’ teaching beliefs and their teaching performance in Mandarin Chinese. 6. The elementary teachers’ teaching beliefs may predict their teaching performance in Mandarin Chinese. 7. Some recommendations which are based upon the above findings are proposed in order to make perspectives for elementary teachers, educational and school administrators, and related researchers, respectively. Key word: teaching beliefs, teaching performance, Mandarin Chinese, professional identification
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Fang, Shu-hua y 方淑華. "A Study on the Chinese Refusal Strategies by Taiwan Mandarin Speakers and Japanese-and English-speaking Learners of Chinese and its Teaching Application". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/9w8r3x.
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博士國立臺灣師範大學
華語文教學系
106
This dissertation examines the differences of the refusal strategies and the perceptions between Japanese Mandarin Chinese learners and American Mandarin Chinese learners, in comparison to Taiwan Mandarin speakers upon receiving requests and offers. The social variations (social status and social distance) are also taken into consideration due to the influence it may have on the selection of refusal strategies. Based on the research results, this dissertation suggests a more comprehensive design to teach Chinese refusal skills to those learning Chinese as a second language in the hope of improving their pragmatic competence. For this research, there are three culturally different group of subjects: 10 native Taiwan Mandarin speakers, 10 Japanese learners of Chinese and 10 American learners of Chinese. The elicitation method used for data collection is open-role play, and the perception data is collected through the method of retrospective self-report. The production data indicates that there are significant differences on five refusal strategies: conditional acceptance, indebtedness, jokes, mitigators, and hesitation-fillers between Japanese learners of Chinese and Taiwan Mandarin native speakers. Between American learners of Chinese and Taiwan Mandarin speakers, there are seven strategies showing significant differences: statement of principle, indebtedness, jokes, rewards, apologies, and mitigators. Through further examination on the content of the refusal strategies, this dissertation concludes that American learners of Chinese are comparatively more direct and utilize formal apologies while showing an act of refusing; whereas Japanese learners of Chinese tend to be ambivalent and use brief responses. Compared with Taiwan Mandarin speakers, both American and Japanese learners of Chinese use much less mitigators, which reduces the force of a refusal leading to face-threatening outcomes. Due to the lack of polite “common words”, such as ‘búyòngla’ (it is not necessary) and certain strategies (such as indebtedness and jokes largely used by Taiwan Mandarin speakers) both American and Japanese learners of Chinese’ pragmatics are not appropriate enough especially when refusing a gift offer. In regards to the influence of how the social status plays in the selection of refusal strategies, the chi-square test shows that all three groups are tested status-conscious especially when facing the superiors and the equals. As for the social distance, the significant difference only appears in the Taiwanese and American groups when they reject the familiar/unfamiliar friends. It does not show any significant difference in the Japanese group. Regarding the perception study, the data reveals that making a refusal to an unfamiliar superiors’ gift ranks as the most difficult decision among the 8 role-play scenarios. All three groups agree that the most significant variation for refusal is social status. With regards to the cultural awareness, the perception data of the three subjects conclude with Japanese learners of Chinese as the most tolerant in accepting the persistent behavior when making refusals, while American learners are the least tolerant.
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Huang, Hui-Chung y 黃慧中. "An Analysis of the Strategies of Teaching Mandarin Tones to Japanese Learners of Chinese at the Basic Level". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/90923604290147954537.
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碩士中原大學
應用華語文研究所
102
Every Chinese word has a clearly defined tone associated with it to distinguish characters with the same sound from each other. Chinese is a tone language and tone operates lexically to vary meaning. A tonal error may lead to something embarrassing, offensive or misinterpreted. Almost every foreign learner of Mandarin claims the difficulties in learning tones. Thus, at the early language learning, Mandarin instructors shall teach students how to become familiar with identifying tones and how to vocalize the tones in individual words. The study examines how to use the accent and intonation of Japanese to reduce tonal errors made by Japanese students of learning Mandarin. Two separate academic years of Japanese students of Mandarin beginner are participated in this research. First, a pilot study was conducted in 2012 which focused on the students’ tonal errors with monosyllabic characters. Then, using 2013 students be the major study subjects. Data about tonal errors with monosyllabic and disyllabic characters were collected and analyzed. With monosyllabic characters, the study confirmed the difficulty of tone 3, followed by tone 2, tone 1 and tone 4. Tone errors were often found with tone 3 disyllabic characters which are the first word of a phrase. Lesson plans were designed based on the findings of the study. First of all, pitch in music was used to help students develop the tone number, and then applied the accent and intonation of Japanese that are similar to Mandarin four tones in teaching. Lastly, special exercises were assigned to tone 3. The data were collected at the end of teaching, and the study analyzed learners’ tonal performance using interviews and questionnaires. Most learners agree that the teaching method help them to control the tones, but this is not an effective way for dialect speakers. Meanwhile, special exercises assigned to tone 3 in the study also include the practice of 214 tone number. Though the pretest-posttest measurements do show tonal errors are reduced, the questionnaires show there are students getting confused very easily between tone 2 and tone 3. The study attempts to provide data summaries and recommendations that can be used by Mandarin teachers.