A study on the teaching and learning Chinese language and culture by using classical literatures – A focus on the Sanzijing

2017 ◽  
Vol 42 (null) ◽  
pp. 135-158
Author(s):  
문영희 ◽  
박지영
Keyword(s):  
Teaching And Learning ◽  
Chinese Language ◽  
Language And Culture

scholarly journals The Analysis of Needs on Learning Materials in Context-Based Reading Mandarin Languages and Culture

2018 ◽  
Vol 3 (1) ◽  
pp. 9
Author(s):  
Febi Nur Biduri ◽  
Yumna Rasyid ◽  
Emzir Emzir
Keyword(s):  
Student Attitudes ◽  
Teaching And Learning ◽  
Chinese Literature ◽  
Chinese Language ◽  
Teaching Materials ◽  
Study Program ◽  
Language And Culture ◽  
Effective Learning ◽  
Cultural Themes ◽  
Data Collections

<p>A research and development of teaching materials will focus on the development of the textbook that suit the needs of students, lecturers, and also the majors. The knowledge of culture and literature that has been studied in Chinese Language and Culture study program of Darma Persada University is not maximum and suitable for the students’ needs. So to adjust to the needs of these students, the making of teaching materials in this study will use the contextual based theme of Chinese literature and culture. The literature and cultural themes used in this study consists different types of traditional Chinese folklore. The methodology used in this study refers to Hutchinson and Waters theory that includes the analysis of the needs of students and teachers. The data collections are conducted using questionnaire in the 5<sup>th</sup> of Chinese Language and Culture Faculty of Darma Persada University which consist of 18 students and 3 lecturers in reading class. The data analysis used in this study is quantitative. This research resulted that the use of appropriate teaching materials and in accordance with the needs of students will result in more effective learning, better learning outcomes, and a positive response on student attitudes. The material for reading the context-based Mandarin literary works and culture resulting from this development research has also encouraged the students to be more active during the teaching and learning process.</p>

scholarly journals Enacting alternatives to nationalist essentialising in language learning: Students’ voices

2021 ◽  
pp. 001458582098650
Author(s):  
Gloria De Vincenti ◽  
Angela Giovanangeli
Keyword(s):  
Language Learning ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Social Contexts ◽  
Critical Discourse ◽  
Innovative Teaching ◽  
Language And Culture ◽  
Theoretical Approaches ◽  
Alternative Approaches

Researchers examining nationalistic conceptions of language learning argue that nationalist essentialism often shapes the way languages are taught by educators and understood by learners. While numerous studies focus on how frameworks informed by Critical Discourse Analysis (CDA) and intercultural education offer alternative approaches to national stereotyping, these studies tend to focus on theoretical approaches, teacher perspectives or innovative teaching and learning resources. The literature to date, however, does not provide case studies on student responses to activities designed by the teacher to open up the classroom with opportunities that move beyond essentialist representations. This article responds to the need for such scholarship and presents a case study involving a focus group with tertiary students in an Italian language and culture subject. It reveals some of the ways in which students enacted and reflected upon alternatives to nationalist essentialising as a result of language learning activities that had been informed by the discursive processes of CDA. The findings suggest that students demonstrated skills and attitudes such as curiosity, subjectivities and connections with broader social contexts. Some of the data also indicates student engagement in critical inquiry and their potential for social agency.

Becoming the Puppeteer: Reflections on Global Language and Culture by Puppetry Students in Yogyakarta, Indonesia

2020 ◽  
Author(s):  
Susana Ayala ◽  
Keyword(s):  
Communities Of Practice ◽  
Hip Hop ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Language Shift ◽  
Art Teachers ◽  
Theoretical Concepts ◽  
Language And Culture ◽  
Puppet Theater ◽  
Global Language

Puppet theater on the island of Java is an ancient art which has maintained some of its characteristics considered traditional, but has also been transforming innovations such as the wayang with hip-hop music among other popular expressions. The art of puppetry has also been institutionalized and is itself a degree program at the National Institute of Arts of Indonesia. In this paper, I show the outcomes of my research among students and shadow puppet art teachers in Java, Indonesia. There are two special characteristics in training puppeteers: The main use of Jawanese language and the development of communities of practice as ways of working in the teaching and learning process. As such, these contexts motivate students to be constantly reflecting on the Javanese language and culture. I note the process and the reflections of the participants on the Javanese language shift, and the uses of language in puppet performances which consider the reception of young Javanese. To analyze the data, I draw from fieldwork and interviews, I use the theoretical concepts of discursive genres and dialogism proposed by Bakhtin and I propose that the art of puppetry is a social field that encourages vitality and linguistic diversity on the island of Java.

Russian Émigré Ethnographers in Beijing

2021 ◽  
pp. 174-183
Author(s):  
Амир Александрович Хисамутдинов ◽  
Виктор Нуриевич Незамутдинов
Keyword(s):  
Civil War ◽  
Research Methods ◽  
Chinese Language ◽  
Field Research ◽  
Traditional Culture ◽  
Great Contribution ◽  
Language And Culture ◽  
Russian Research

Статья посвящена работе русских исследователей по изучению традиционной культуры Китая, которое началось в Пекинской духовной миссии и российском посольстве в Пекине и было продолжено русскими эмигрантами, оказавшимися в Китае в ходе Гражданской войны в России и после нее. Большой вклад в изучение этнографии Китая внес Иван Серебренников. Особенно важной является его работа, основанная на полевых исследованиях и интервью, об албазинцах, потомках русских первопроходцев. Очень многое в изучении Китая сделали русские дипломаты, служившие в российском посольстве в Пекине: Иван Коростовец, Яков Бранд, Николай Колесов и др. Этнографическими исследованиями в Китае, связанными часто с педагогической деятельностью, занимались и эмигранты из России: Сергей Широкогоров, Иван Гапанович, Сергей Полевой и др. Их многолетнее погружение в китайский язык и культуру создало благоприятные условия для исследований и принесло результаты в виде научных трудов, которые востребованы и сегодня. Они оказали влияние и на китайских деятелей науки и культуры, знакомя их с русскими методами исследований. К сожалению, до сего дня сохранилось не так много публикаций о традиционной культуре Китая, изданных на русском языке. Большое количество работ осталось в рукописях, которые хранятся в зарубежных собраниях, что делает их труднодоступными для российских исследователей. Основанная на материалах, выявленных в иностранных архивах и библиотеках, данная статья сообщает ранее неизвестные факты об изучении этнографии Китая русскими. This article is devoted to the work of Russian researchers on the traditional culture of China which began at the Beijing Theological Mission and the Russian Embassy in Beijing and was continued by Russian émigrés who ended up in China during and after the Civil War in Russia. Ivan Serebrennikov was one who made a great contribution to the study of the ethnography of China. Especially important is his work about the Albazinians, descendants of Russian pioneers, which was based on field research and interviews. Russian diplomats who served at the Russian Embassy in Beijing - Ivan Korostovets, Yakov Brand, Nikolai Kolesov and others - did a lot of research on China. Émigrés from Russia, often associated with pedagogical activity, also engaged in ethnographic rearch in China. These included: Sergei Shirokogorov, Ivan Gapanovich, Sergei Polevoy and others. They influenced Chinese cultural scientists, introducing them to Russian research methods. Their many years of immersion in Chinese language and culture produced valuable research that is still in demand today. Unfortunately, to this day there are not many works about the traditional culture of China published in Russian. A large number of works have remained in manuscript and are kept in foreign collections, which makes them difficult for Russian researchers to access. Based on material collected from foreign archives and libraries, this article reports on previously unknown material concerning the study of Chinese ethnography by Russians.

scholarly journals New Trends in the Teaching of the Intercultural Competence as Part of the Process of Teaching Foreign Languages in the Context of Higher Education in Spain.

2019 ◽  
Vol 5 (2) ◽  
pp. 6
Author(s):  
Yolanda García Hernández
Keyword(s):  
Higher Education ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Languages ◽  
Short Introduction ◽  
Language And Culture ◽  
Open Window ◽  
Methodological Approaches ◽  
Different Cultures

Today we live in the era of globalization. We define our world by the coexistence of various different cultures. The present article seeks to clarify the concept of intercultural competence when teaching foreign languages and the new trends in the context of Higher Education in Spain. We will start with a short introduction on the various studies and research on the relationships between language and culture However, the main aim in this article will be to point out the new roles played by teacher and learners in the process, the creation of new materials to support the intercultural dimension and the new types of activities that could be done inside and outside the classroom, such as the use of tele-collaboration, social networks and others. In other words, the elements that make up and give meaning to a new methodology for language teaching and learning and that help language teaching to be an open window towards other cultures and to develop a new and open-minded attitude towards diversity. Therefore, we will try to study some of the main current methodological approaches, stereotypes and contents linked to that intercultural competence.

scholarly journals Engaging in Collaborative Learning in a Japanese Language Classroom

2012 ◽  
Vol 36 (1) ◽  
pp. 17
Author(s):  
Megumu Doi ◽  
John Peters
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
Social Process ◽  
Social Constructionist ◽  
Japanese Language ◽  
Annual Conference ◽  
American University ◽  
Language And Culture ◽  
Language Classroom ◽  
Duke University

This article discusses the experiences of Megumu (first author) and her students as they engaged in collaborative learning (CL) in their intermediate Japanese course at an American university. CL was one of three types of teaching and learning employed in Megumu’s course, but it enabled students to learn aspects of Japanese language and culture that other types of teaching and learning are not designed to accomplish. We first discuss the concept of CL from our social constructionist perspective; i.e., we see learning as a social process of knowing instead of merely a construct of individual minds (Berger & Luckmann, 1966; Gergen, 1999). This is then followed by a description of how this social constructionist perspective was incorporated in Megumu’s course, based on her and students’ reflections on their CL experiences. Finally, we close with an invitation to readers to explore the potential of CL in various Japanese language classroom environments. 本論では、米国大学の中級日本語のクラスで、筆者とその学生達が協働学習教授法（Collaborative learning: CL）に参加した際の経験を論じる。CLはこのクラスで用いられた3種類の教授法の1つで、学生達が日本の言語や文化を学ぶ上で、他の教授法では可能でないことを達成するのに大変役立った。本論では、まず、社会構造主義の視点に基づいたCLの概念を論じる。ここで言う社会構造主義とは、学習を単に個人の知の構築ではなく、物事を知るという社会的過程であるとみなす理論である (Berger & Luckmann, 1966; Gergen, 1999)。次に、この社会構造主義の側面が筆者のクラスでどう用いられているかを、学生達との実際の経験を振り返って叙述する。最後に、様々な日本語教育現場におけるCLの可能性を、共に探求するよう読者に提案する。 *A version of this paper was presented at the 25th Annual Conference of the Southeastern Association of Teachers of Japanese (SEATJ) at Duke University, NC, in May 2010.

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.

How are we to understand the ‘intercultural dimension’?

2007 ◽  
Vol 30 (1) ◽  
pp. 4.1-4.21 ◽  
Author(s):  
Jonathan Crichton ◽  
Angela Scarino
Keyword(s):  
Higher Education ◽  
Strategic Planning ◽  
Government Policy ◽  
Teaching And Learning ◽  
Student Mobility ◽  
South Australia ◽  
Educational Quality ◽  
Major Focus ◽  
Language And Culture ◽  
The University

The internationalisation of education has become a major focus of international, national and institutional attention, reflected in a substantial and expanding literature on how internationalisation is manifested, how it might be promoted, its implications for areas such as government policy, strategic planning and management, educational quality, student mobility, teaching and learning, and the place of language and culture in teaching and learning. There is also general agreement in the literature on the need for internationalisation to include an ‘intercultural dimension’. In this paper, we examine how we are to understand the ‘intercultural dimension’ in higher education. Our approach is based on an analysis of current constructions of this dimension, to argue that these constructions are neither individually nor in combination capable of meeting the challenge of internationalisation. Drawing on recent studies undertaken at the University of South Australia, we propose culture as ‘intercultural’ as an alternative construction.

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