Two Needed Changes in Chinese Language Teaching: Assessment and Approach

2020 ◽  
pp. 75-85
Author(s):  
Kaycheng Soh
Keyword(s):  
Language Teaching ◽  
Chinese Language ◽  
Teaching Assessment ◽  
Chinese Language Teaching

scholarly journals Inclusione e Università: il progetto "dislessia e lingua cinese"

2019 ◽  
pp. 120-134
Author(s):  
Catia Giaconi ◽  
Simone Aparecida Capellini ◽  
Giorgio Trentin ◽  
Maria Beatriz Rodrigues ◽  
Federica Angelelli ◽  
...  
Keyword(s):  
Language Teaching ◽  
Chinese Language ◽  
Educational Opportunities ◽  
Chinese Language Teaching ◽  
Training Path

The aim of the contribution is to highlight university inclusion paths that offer educational opportunities and university life.Specifically, the next article outlines a training path for a group of students with and without dyslexia, dealing with learning the Chinese language.The project made it possible to experiment innovative paths of Chinese language teaching and to detect the major errors of Italian students with dyslexia and those without dyslexia in learning the Chinese language.

Product Evaluation on the Chinese Language Program for International Students in a Chinese University

2021 ◽  
Vol 12 (3) ◽  
pp. 2400-2408
Author(s):  
Xianjun Tan Et.al
Keyword(s):  
International Students ◽  
Teaching And Learning ◽  
International Student ◽  
Standardized Test ◽  
Language Teaching ◽  
Chinese Language ◽  
Product Evaluation ◽  
Language Program ◽  
Chinese University ◽  
Chinese Language Teaching

HanyuShuipingKaoshi (HSK) is an international standardized test, which means Chinese Proficiency Test in English. A minimum of HSK level 4 is needed for an international student to apply for an academic programme taught in Chinese language in the universities of China. Guided by product evaluation of Context, Input, Process, Product (CIPP) model, the test scores of HSK level 4 of the international students in a Chinese university are analyzed using effect size. Feedbacks from the international students who failed in the test of HSK level 4 are collected based on a questionnaire formulated by the researchers. The strengths, weaknesses, causes of failure and improving direction of the one academic year’s Chinese language program in this Chinese university are identified through the evaluation. The research aims to provide references for the improvement of Chinese language teaching in this Chinese university and universities with the same context. The research enriches the literature concerning the evaluation on Chinese language teaching and learning for international students in China.

Pedagogical Challenges in Cross-Cultural Chinese Language Teaching

2016 ◽  
pp. 1656-1681
Author(s):  
Wenying Zhou ◽  
Guofang Li
Keyword(s):  
Curriculum Development ◽  
Classroom Management ◽  
Language Teaching ◽  
Chinese Language ◽  
Teaching Style ◽  
Cross Cultural ◽  
Management Skills ◽  
Individual Interviews ◽  
Chinese Language Teaching ◽  
Chinese Immersion

In this chapter, a qualitative approach was used to enlist Chinese immersion practitioners in the identification and elaboration of issues and challenges in Chinese immersion language teaching. Through extensive individual interviews and reflection writings, six pre--1 Chinese immersion teachers recruited from China in five school settings served as informants. Data analyses revealed that the Chinese immersion teachers encountered significant challenges in six major areas of their immersion teaching: curriculum development, use of the target language, classroom management, subject area teaching, teaching style, and working with American partners and parents. These varied challenges suggest that professional development for Chinese immersion teachers needs to include training in cross-cultural classroom management skills, curriculum development, content-based Chinese language teaching, and host country school culture education.

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