scholarly journals The application of a game method in teaching chinese: a case of confucius institute at v.n. karazin kharkiv national university

2019 ◽  
Keyword(s):  
Second Language ◽  
Primary Schools ◽  
Chinese Teachers ◽  
Confucius Institute ◽  
Advantages And Disadvantages ◽  
National University ◽  
Chinese Learning ◽  
Chinese Teaching ◽  
Teaching Chinese ◽  
Young Teachers

In teaching Chinese as a second language, the game method refers to the method in which the teacher uses the means of fun, flexibility and diversity to spark the enthusiasm of the students or to consolidate what they have learned. And the games can be used before the start of the class, in the middle of the class or before the end of the class. In addition, this approach can be adopted from in the primary schools to universities, from the Chinese learning beginners to the advanced Chinese learners. With the increasing people studying Chinese abroad recent years, the method of traditional Chinese teaching approach has been challenged. Due to the different cultural backgrounds of students, the Chinese teachers might find that it is very difficult for foreign students to focus on the Chinese learning in the class, because they can not adapt themselves to that kind of exam-oriented teaching method Chinese teachers usually adopt and the cram-studying way many Chinese students used. However, as there are more and more young teachers devoted themselves to the Chinese teaching career, this method of “education through fun” has also attracted more and more attention from the TCSL (Teaching Chinese as a Second Language) teachers, those young teachers in particular, as they came to realize that “the aim of teaching the second language is no doubt to develop the communication skills of those learners”. Therefore, more TCSL teachers have begun to transform from the traditional Chinese class model of “teacher-centered” to a brand new model of “student-centered”, and the “game method” plays a particularly important role in the latter. Based on the author’s experience, the author has illustrated eight games implemented in the class of HSK Level 2 in Confucius Institute at Kharkiv National University in Ukraine as example. The author is going to discuss the entire procure of implementing the games, including the name of the game, the advantages and disadvantages of the games and so on. Apart from the mentioned above, the author is going to discuss the aspects teachers should pay attention to the process of the game in the class and the role teachers should play in the application of the game method from three dimensions.

scholarly journals An Analysis on Students’ Chinese Learning Needs of Confucius Institute at Hasanuddin University, Indonesia

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Xing Lu
Keyword(s):  
Teaching Methods ◽  
Learning Needs ◽  
Limited Time ◽  
Chinese Teachers ◽  
Confucius Institute ◽  
Male And Female ◽  
Factors Affecting ◽  
Precise Analysis ◽  
Chinese Learning

Hasanuddin University in Indonesia through a questionnaire, the key point is to understand the learning needs of students and to make suggestions for optimizing the curriculum and teaching methods of Chinese teachers. Due to the limited time and conditions, there are some deficiencies in this study. As there are many factors affecting the learning needs, the questionnaire may not cover the whole content, it can only reflect the learning needs of learners, and cannot be used as an accurate measure. The study focused on comprehensive learning needs, so it was not compare the learning needs of students from the two teaching sites, nor was it compare the learning needs of male and female learners, these questions also require precise analysis by subsequent researchers. In addition, although the optimization of the proposal has a certain practicality, but still need to practice and improve.

scholarly journals On the Cognition of Second Language Mental Lexicon and Teaching Chinese as a Foreign Language

2021 ◽  
Vol 4 (12) ◽  
Author(s):  
Yingyi Lu
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Foreign Language ◽  
Teaching Methods ◽  
Mental Lexicon ◽  
Chinese Teachers ◽  
Long Time ◽  
Teaching Chinese ◽  
The Brain

Teaching Chinese as a foreign language is actually the teaching of Chinese as a second language by international Chinese teachers. People must learn vocabulary as a language element in the process of language acquisition. Without vocabulary, there is no language. When we master the vocabulary of a language, we rely on mental lexicon, which is vocabulary that has been stored in the brain for a long time. Through the study of second language mental lexicon, it can be used effectively, and corresponding teaching methods can be used in the vocabulary teaching of Chinese as a foreign language to help students learn Chinese quickly and effectively.

scholarly journals Chinese Learning Through Internet Inspired By Contructivist Learning Theory

2011 ◽  
Vol 5 (1) ◽  
pp. 80
Author(s):  
Huang Yan
Keyword(s):  
Learning Theory ◽  
Constructivist Learning ◽  
Constructivist Learning Theory ◽  
Student Centered ◽  
Network Teaching ◽  
Chinese Learning ◽  
Chinese Teaching ◽  
Teaching Chinese

With the changing concept of education, there is growing emphasis on “student-centered” principle. This is one of the characteristics of Constructivist learning theory. On network teaching Chinese, Constructivist learning theory is indispensable. This article is the design of online Chinese teaching which is basic on the Constructivist learning theory.

scholarly journals The use of the medium of instruction in primary chinese teaching: a case study of the confucius institute at v.n. karazin kharkiv national university

2019 ◽  
Keyword(s):  
Teaching Practice ◽  
Negative Influence ◽  
Medium Of Instruction ◽  
Overseas Chinese ◽  
Chinese Teachers ◽  
National University ◽  
Chinese Overseas ◽  
Teaching Efficiency ◽  
The Impact ◽  
Chinese Teaching

When teaching Chinese overseas, the author finds that using the medium of instruction as an auxiliary teaching is an indispensable part in the process of international Chinese teaching, especially in overseas Chinese teaching classes. In addition, the level of foreign language of Chinese teachers abroad is different. For example, a large number of Chinese teachers who teach in the Russian-speaking areas do not fully master Russian, some Chinese teachers are not very good in English, neither. This article takes the teaching reality of the primary Chinese class in Ukraine as an example. There are many benefits in using the medium of instruction, such as saving time, improving teaching efficiency, and getting closer to students. It is worth mentioning that it also helps learners better understand two different languages. At the same time Chinese teachers can use other languages in Chinese classes, but they cannot spend most of their teaching time on speaking foreign languages. We can not achieve "immersive" Chinese teaching at the current stage of overseas Chinese teaching, but we should input Chinese as much as possible to create the Chinese learning environment for students as much as possible, while reducing the impact of negative language transfer. This paper combines teaching practice to summarize how many medium of instruction used in primary Chinese class can be beneficial to teaching, and also will analyze the correct timing of using medium of instruction, and how to use medium of instruction to better assist learning Chinese. At the same time, the author believes that when selecting and dispatching Chinese teachers, we should pay attention to the cultivation of Chinese teachers' language ability and teaching ability. The author believes that these measures will help reduce the negative influence of medium of instruction on students.

Introduction to a thematic review: Pragmatics research in Chinese as a second language

2017 ◽  
Vol 6 (1) ◽  
pp. 1-6
Author(s):  
Naoko Taguchi ◽  
Shuai Li
Keyword(s):  
Second Language ◽  
Empirical Studies ◽  
Mitigation Strategies ◽  
Pragmatic Competence ◽  
Chinese Learners ◽  
Chinese Learning ◽  
Thematic Review ◽  
Pragmatic Aspects ◽  
Chinese Teaching ◽  
Critical Aspects

AbstractAs Chinese is quickly becoming the language for intercultural communication, rules and norms of interaction in Chinese – how to speak with the level of politeness and formality required in a situation, or to understand another person’s intention communicated indirectly – are critical aspects of learning Chinese. Despite this growing interest in Chinese teaching and research, most studies have focused on formal aspects of Chinese competence (e.g., grammar and character knowledge), and little research has addressed pragmatic aspects of Chinese learning (Taguchi, 2015). To fill this gap, this thematic review presents four empirical studies on pragmatics in Chinese as a second language. Four studies deal with a variety of pragmatic features in Chinese (e.g., sentence final particles, formulaic expressions, request-making forms, mitigation strategies, stance markers) to illustrate how those features can inform us about L2 Chinese learners’ pragmatic competence and development.

An analysis of pragmatic content in EFL textbooks for young learners in Croatia

2021 ◽  
pp. 136216882098693
Author(s):  
Eva Jakupčević ◽  
Mihajla Ćavar Portolan
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Speech Acts ◽  
Primary Schools ◽  
Communicative Competence ◽  
Essential Element ◽  
Pragmatic Competence ◽  
Young Learners ◽  
Language Classes ◽  
Insight Into

Pragmatic competence is an essential element of communicative competence, which makes it relevant for speakers of all ages, including young language learners (YLLs). Despite the recognized importance of pragmatics, research of textbooks for adult second language (L2) learners to date has found them lacking in their approach to this key aspect of language. However, there is very little research of pragmatics in textbooks for YLLs, which would provide insight into the extent to which these materials can support teachers in including elements of pragmatic competence into their language classes. The present study aims to fill this gap by determining how much pragmatic content is included in 18 textbooks used in Croatian primary schools with learners aged 9–12 years. The textbooks are compared in regard to the percentage of pages with pragmatic content as well as the different speech acts that receive explicit attention in them. The main finding of the study is the great amount of inconsistency when it comes to the scope and treatment of pragmatic content, with some textbooks proving extremely lacking. The results present a concerning picture as all of the students using these diverse textbooks should be following the same curriculum which emphasizes the development of communicative competence.

Adult Chinese as a Second Language Learners' Willingness to Communicate in Chinese: Effects of Cultural, Affective, and Linguistic Variables

2017 ◽  
Vol 120 (3) ◽  
pp. 423-442 ◽  
Author(s):  
Meihua Liu
Keyword(s):  
Second Language ◽  
Length Of Stay ◽  
Language Learners ◽  
Second Language Learners ◽  
Willingness To Communicate ◽  
Anxiety Scale ◽  
Linguistic Variables ◽  
Speaking Anxiety ◽  
Proficiency Level ◽  
Chinese Learning

The present research explored the effects of cultural, affective, and linguistic variables on adult Chinese as a second language learners' willingness to communicate in Chinese. One hundred and sixty-two Chinese as a second language learners from a Chinese university answered the Willingness to Communicate in Chinese Scale, the Intercultural Sensitivity Scale, Chinese Speaking Anxiety Scale, Chinese Learning Motivation Scale, Use of Chinese Profile, as well as the Background Questionnaire. The major findings were as follows: (1) the Willingness to Communicate in Chinese Scales were significantly negatively correlated with Chinese Speaking Anxiety Scale but positively correlated with length of stay in China and (2) Chinese Speaking Anxiety Scale was a powerful negative predictor for the overall willingness to communicate in Chinese and the Willingness to Communicate in Chinese Scales, followed by length of stay in China, Chinese Learning Motivation Scale, interaction attentiveness, and Chinese proficiency level. Apparently, students' willingness to communicate in Chinese is largely determined by their Chinese Speaking Anxiety Scale level and length of stay in China, mediated by other variables such as Chinese proficiency level and intercultural communication sensitivity level.

scholarly journals The Use of Question Modification Strategies in ESL Class

2020 ◽  
Author(s):  
Zailani Jusoh ◽  
Junaidah Abdul Rahman ◽  
Hishamuddin Salim
Keyword(s):  
Second Language ◽  
Student Teachers ◽  
Primary Schools ◽  
Instructional Strategy ◽  
Active Participation ◽  
Classroom Observations ◽  
Teaching English ◽  
Teaching Practicum ◽  
Language Class ◽  
Language Context

Questioning is a popular instructional strategy in a language class to encourage learning. However, not all questions are effective in doing so, as some questions sometimes go unanswered. When faced with a situation such as this, teachers must adjust their questions to make it more understandable. This study investigates question modification strategies employed by student teachers in English as a second language (ESL) class. Data for the study was collected through classroom observations. The participants were seven Diploma in Teaching English as a second Language (TESL) students who were undergoing their compulsory 12-week teaching practicum (TP) at various primary schools in Terengganu. The data were analyzed thematically based on the types of strategies used in the process. The finding shows that the most popular modification strategies among the STs are repetition and translation. Besides, the choice of modification strategies is limited to just a few. Many strategies were not fully utilized in class. The findings highlight important pedagogical implications for education providers (EPs) to improve on to produce competent teachers. EPs should expose student teachers to a wide array of question modification strategies to prevent interaction breakdown and to encourage active participation in the class. The ability to modify questions will create a more interactive and communicative environment suitable for learning English in a second language context.

Sign in / Sign up

Export Citation Format

Share Document