scholarly journals On the Application of Context Teaching in Teaching Chinese as a Foreign Language

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Tingting Sun
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Chinese Culture ◽  
Teaching Method ◽  
Actual Situation ◽  
Major Difficulty ◽  
Continuous Development ◽  
Teaching Process ◽  
Important Position ◽  
Teaching Chinese

Chinese culture is broad, profound and rich in connotation. Often a word, word, sentence in different chapters will have different meanings, which is undoubtedly a major difficulty for students learning Chinese as a second language. With the continuous development of context theory, the important position of context teaching method in the teaching process has gradually emerged. Therefore, this paper will combine the actual situation of TCFL classroom, analyze and research the application strategy of context teaching in TCFL classroom.

scholarly journals Chinese vocabulary and elements of culture reflected in the lexical meaning as a challenge in the teaching of Chinese as a foreign language

2020 ◽  
Vol 62 (1) ◽  
pp. 89-106
Author(s):  
Zhiping Zhu
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Chinese Culture ◽  
Chinese Characters ◽  
Compound Words ◽  
Lexical Meaning ◽  
Investigation Methods ◽  
The Rich ◽  
Teaching Chinese ◽  
Different Levels

Abstract This paper describes the elements of Chinese culture enclosed in vocabulary and in the meaning of words; it is divided into four parts. Firstly, it is pointed out that, due to the fact that words are written down with Chinese characters, teachers of Chinese should purposefully help the students understand the rich culture contained in Chinese words, especially disyllabic compounds. Secondly, the article presents the investigation methods concerning compound words applied by the researchers of Chinese lexicon；It also assesses their applicability with regard to teaching a second language. Thirdly, the paper discusses five ways of incorporating Chinese culture during the process of formation of compound words, and points out their relationship with second language teaching. Finally, the paper discusses the methods applied in teaching Chinese vocabulary, and puts forward two methods of teaching vocabulary and their strategies at different levels.

scholarly journals Research on the Application of Experienced Culture Teaching Method in Chinese International Education

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Yiping Zhao
Keyword(s):  
International Education ◽  
Teaching Methods ◽  
Chinese Culture ◽  
Teaching Method ◽  
Economic Status ◽  
Economic Globalization ◽  
Teaching Process ◽  
Traditional Chinese Culture ◽  
Culture Teaching ◽  
Chinese Learning

With the acceleration of economic globalization, my country’s economic status is rapidly improving, more and more foreigners come to China to seek development, and the corresponding Chinese learning is becoming more and more popular. In order to better promote Chinese international education, the teaching methods of experiencing traditional Chinese culture have received very good feedback. This article mainly analyzes the application of experience culture teaching methods in Chinese international education, in order to better promote Chinese international education the teaching process.

scholarly journals The Establishment and Development of Confucius Institute

2007 ◽  
Vol 1 (2) ◽  
pp. 176
Author(s):  
Zhang Bin
Keyword(s):  
Foreign Language ◽  
Chinese Culture ◽  
Strong Support ◽  
Wide Spread ◽  
Confucius Institute ◽  
Teaching Content ◽  
Foreign Countries ◽  
Cultural Exchanges ◽  
The World ◽  
Teaching Chinese

Confucius Institute has been established in the global range. This is a brand of Chinese culture initiatives, as well as the inevitable result of the international "Chinese craze" and also the strong support for the international promotion of the Chinese .Confucius Institute for Teaching Chinese as a foreign language to the main teaching content, adopts a flexible and diverse school running management. Though this initiative there will be a wide-spread Chinese civilization, the promotion of cultural exchanges between China and foreign countries and finally will display the style and image of the Orient big country. This is very significant as to accelerate the development of overseas Chinese education and also lets the world know more about China in order to be closer to China which will be a far-reaching significance.                                      

Кытай тилин чет тили катары окутууда салттуу кытай маданияты жөнүндө аңгемелешүү

2019 ◽  
pp. 18-23
Author(s):  
Айнура Кенеш кызы ◽  
Аида Урпоева
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Chinese Culture ◽  
Communicative Competence ◽  
Chinese Language ◽  
Cultural Knowledge ◽  
Chinese Society ◽  
Culture Teaching ◽  
The Given ◽  
Teaching Chinese

Аннотация: Кытай тилин окутууда ал элдин маданияты жөнүндө айтуу өзгөчө маанилүү. Кытай маданиятына үрп-адаттар, тамак-аш түрү, кийим-кечек, ыр-бий жанрлары, сүрөт искусствосу, тил жана тарых илимдери кирет. Тилди чындап өздөштүрүү үчүн ошол элдин маданиятын билүүбүз зарыл. Кытай тилин чет тили катары окутууда кытай маданиятын жеткиликтүү билүү негизги ас- пектилерден болуп саналат. Кытай тилин чет тили катары үйрөнүүдө ал элдин маданий байланышын толук аңдап билүү үчүн коммуникативдик компетенцияны өнүктүрүү, колдонуу керек. Кытай тилин чет тили катары үйрөнүүдө студенттер эреже катары кытай коому, маданияты тууралуу көптү билиши керек, ошондой эле чыныгы маданий өзгөчөлүктөрүн үйрөнүүлөрү керек. Ошондуктан кы- тай тилин чет тили катары окутуу кытай маданиятын, тарыхын, адабиятын окутуудан бөлүнүп каралбайт. Түйүндүү сөздөр: кытай маданияты, кытай тилин чет тили катары окутуу, маданий алака, коммуникативдик компетенция, үрп-адат. Аннотация: Культура чрезвычайно важна в преподавании китайского языка. Культура Китая включает в себя обычаи и традиции, кухню, одежду, музыку, танцы, живопись, язык и историю. Чтобы по-настоящему овладеть языком, мы должны изучить культуру, которую представляет данный язык. Соответствующее знание китайской культуры также является одним из аспектов содержания преподавания китайского языка как иностранного. Коммуникативная компетенция, которая должна развиваться при обучении китайскому языку как иностранному, на самом деле является способностью к межкультурному общению. Изучая китайский язык, иностранные студенты, как правило, должны больше знать о китайском обществе и культуре, а также изучить профессиональные культурные знания. Поэтому преподавание китайского языка как иностранного неотделимо от преподавания китайской культуры, истории и литературы. Ключевые слова: Китайская культура, преподавание китайского языка как иностранного, культурный обмен, коммуникативная компетенция, обычаи и традиции. Annotation: Culture is very important in teaching Chinese language. To know language really well, we must learn the culture that the given language is represent. Appropriate knowledge of Chinese culture is one the aspects of content of teaching Chinese as a foreign language. Communicative competence, which should be developed when learning Chinese as a foreign language, is in fact the ability to intercultural communication. Foreign students in learning Chinese, as a rule, should know more about Chinese society and culture, also learn well professional cultural knowledge. Therefore, the teaching of Chinese as a foreign language is inseparable from the teaching of Chineseculture, history and literature. Keywords: Chinese culture, teaching Chinese language as a foreign language, cultural exchange, communicative competence, customs and traditions.

Natural Approach or Cognitive Approach. Learning or Acquiring a Foreign Language? Research Study at Centro de Lenguas de la Universidad Autónoma de Ciudad Juárez

2019 ◽  
Vol 1 ◽  
pp. 49-58
Author(s):  
Enriqueta Claudia Serrano Romero
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching Method ◽  
Language Learner ◽  
Ciudad Juarez ◽  
Cognitive Approach ◽  
Language Competence ◽  
Natural Approach ◽  
Grammar Rules ◽  
Teaching Grammar

There is a big dilemma among instructors teaching English as a foreign language. Competence and teaching grammar rules are the primary pedagogical concern. Competence is directly related to the ability of proper grammar use of a language. However, methodological discussions end up accepting that grammatical rules are neither sufficient nor demonstrating the acquisition of the language. Learner students may have correctly learned grammatical rules, but some studies disagree on teaching only grammar because it will not be enough for students to speak forcefully. These circumstances lead to the discussion on the English Teaching method used at the Autonomous University of Ciudad Juárez (UACJ). This study aims to answer 1.) Which of the following approaches are more suitable to teach a second language, Natural Approach vs. Cognitive Approach?  2.) As to what extent should we emphasis grammar rules on teaching a second language to obtain the most benefit? Lastly, a sizable neurolinguistics portion of information is added to help us understand how the brain responds to learning a foreign language.

Effects of a format-based second language teaching method in kindergarten

2001 ◽  
Vol 22 (1) ◽  
pp. 1-33 ◽  
Author(s):  
NOËLLE UILENBURG ◽  
FRANS X. PLOOIJ ◽  
KEES DE GLOPPER ◽  
RESI DAMHUIS
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Repeated Measures ◽  
Teaching Method ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Control Group ◽  
Control Group Design ◽  
Second Language Teaching ◽  
Quasi Experimental

This article concerns second language teaching with a format-based method. The following article in this issue concerns foreign language teaching using the same approach. In the present study, the differences between a format-based teaching approach and a standard approach used as treatments in a quasi-experimental, nonequivalent control group design are described in detail. The hypothesis tested is whether the effects of a format-based teaching method and a standard second language teaching method differ after two years for children at the age of 6. Results of MANOVA analysis for repeated measures show that the groups are quite comparable on the dependent variables, with some small differences in development between the two groups. Univariate results reveal that these differences favor children in the experimental group for sound articulation and favor children in the control group for sound discrimination. The results of the present article and those of the following article are discussed in light of broader issues concerning the differences between second language and foreign language teaching.

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