Main Challenges of Teaching the Chinese Particle了 to Russian-speaking Students at Elementary Level

The particle 了 is a commonly used word in the Chinese language. Since the particle 了 is a structure word, it does not carry any semantic meaning, but it has many grammatical meanings and is used in a variety of ways. Due to the large number of its grammatical meanings and complexity of its grammatical functions, it poses certain challenges for both teachers when explaining the material and students when using it. This especially concerns Russian-speaking students due to significant differences in the grammar of Russian and Chinese. This article examines several classifications of the particle 了, described in Chinese and Russian textbooks and focuses on grammatical features of the particle 了 depending on its position in the middle and at the end of the sentence, as well as its simultaneous use of both in the middle and at the end of the sentence. The article also describes the particle’s main grammatical meanings, such as: completeness of an action, change of an action or a situation, emphasis on something, duration of an action, a way of expressing tact, and a few others. The authors analyze the most common mistakes made by Russian-speaking elementary level students when using the particle, basing their analysis on many years of their teaching experience. Among the mistakes, they highlight such as excessive use, insufficient use, and use of the particle 了 in the wrong place. Excessive use includes mistakes such using the particle 了 in negative sentences with the adverb 没, in an objective description of past events, facts, or in characteristic judgments and descriptions; with verbs followed by a predicative object; after the first verb in a sequential sentence; with verbs showing an action of a constant or repetitive nature, as well as in various constructions which exclude its use. Insufficient use includes mistakes when learners construct incomplete sentences without the 了 particle in cases where its use is required for correct meaning or for a grammatically correct construction. Mistakes where the particle 了 is used in the wrong place occur if students do not understand the specifics of verb connections in the sentence.

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Discussion on the Teaching Problems and Countermeasures of Ancient Chinese Literature Under the New Education Concept

Advances in Higher Education ◽

10.18686/ahe.v4i10.2930 ◽

2020 ◽

Vol 4 (10) ◽

Author(s):

Lu Yang

Keyword(s):

Chinese Literature ◽

Chinese Language ◽

Teaching Experience ◽

Teaching Quality ◽

Professional Quality ◽

Language And Literature ◽

And Coping ◽

New Education ◽

Education Concept

Ancient Chinese literature is an important part of Chinese language and literature. However, due to the lack of professional quality and teaching experience of most ancient Chinese literature teachers in China, there are many problems in the teaching of ancient Chinese literature, which hinders the improvement of students' comprehensive quality. In this regard, this paper discusses the teaching problems and coping strategies of ancient Chinese Literature under the new education concept, hoping to help improve the teaching quality of ancient Chinese literature in China.

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Meaning and its Effect on the Grammatical Guidance of (Gareebul Hadith): Al-zamakhshari's book Alfa'iq as a case study: المعنى وأثره في التوجيه النحوي لغريب الحديث: الفائق للزمخشري (ت538ه) أنموذجًا

Journal of Humanities & Social Sciences - مجلة العلوم الإنسانية و الإجتماعية ◽

10.26389/ajsrp.a061119 ◽

2020 ◽

Vol 4 (2) ◽

Author(s):

Atef Ahmed Osman Khaimar

Keyword(s):

Semantic Meaning ◽

The Subject ◽

Descriptive Approach ◽

Scientific Truth ◽

The Relationship ◽

Grammatical Functions

This research is based on the explanation of the meaning and its types and the need to understand it, and the concept of the parsing (Al-i’raab) and its importance, and the relationship between meaning and parsing (Al-i’raab), it also aims to demonstrate the grammatical guidance of (Gareebul Hadith), and its effect according to Zamakhshari, and reveal the manifestations of this effect, and expounding the basis of weighting according to him in case of multifaceted aspects of parsing (Al-i’raab). It also aims to reveal the role of meaning in his grammatical thought. To achieve these objectives, the research relied on analytical descriptive approach, and the required discussion, analysis and comment, in order to reach the scientific truth impartially and objectively. The nature of the subject necessitated that it be composed of two topics interceding an introduction and a conclusion. The first topic defined the meaning and parsing (Al-i’raab), and explained the relationship between them, through three sections addressing the concept of the meaning and the need to understand it, the concept of the parsing (Al-i’raab) and its importance, the relationship between the meaning and the parsing (Al-i’raab). The second topic showed the manifestations of the effect of the meaning in the grammatical guidance of (Gareebul Hadith) according to Zamakhshari, and it came in two sections; one dealt with what was attributed to the meaning in which the main touchstone in the grammatical guidance, and the latter studied what is likely with multifaceted aspects of parsing (Al-i’raab). One of the most important results of the research is that Zamakhshari not only in his grammatical guidance of (Gareebul Hadith) mentioned grammatical functions, but went beyond that to the semantic meaning, and the role of context in highlighting that meaning. The research also shows the effect of meaning according to Zamakhshari in mentioning the grammatical aspects allowable, and the differentiation between them is according to the power of meaning in each aspect. Among the recommendations of the researcher: The need to link between the Grammar and meaning, or between grammatical and semantic phenomena.

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Pedagogical benefits of Chinese-American virtual exchange: A study of student perceptions

ReCALL ◽

10.1017/s0958344021000203 ◽

2021 ◽

pp. 1-14

Author(s):

Han Luo ◽

Chunsheng Yang

Keyword(s):

Rapid Development ◽

Chinese Language ◽

Community Building ◽

Language Education ◽

Chinese American ◽

The United States ◽

Intermediate Level ◽

Elementary Level ◽

Cultural Learning ◽

Research Approach

Abstract Despite the rapid development of virtual exchange in foreign language education, its use in the field of Chinese language education is still rather nascent. Adopting a mixed-methods research approach, this study focuses on examining the pedagogical benefits of a Chinese-American virtual exchange as mediated by students’ self-reported data. Two Chinese language classes (i.e. one at the elementary level and one at the intermediate level) at a small liberal arts college in the United States and a group of Chinese-speaking English majors at a Chinese university in Shanghai participated in the exchange. Analyses of four sources of qualitative data (i.e. WeChat group cultural discussion transcripts, Skype conversations, reflection journals, and end-of-program interviews) gave rise to four benefits of the exchange: promotion of cultural learning, improvement of Chinese language skills, enhancement of learning motivation, and establishment of a language learning community. Quantitative analyses of the end-of-semester questionnaire items show that the benefit regarding cultural learning, on average, received the highest rating, followed by community building and motivation enhancement, with improvement of Chinese skills being rated the lowest. Moreover, intermediate-level students evaluated all four benefits with higher ratings than elementary-level students. In particular, the two groups’ quantitative evaluations in terms of Chinese skills and motivation differed significantly. However, both groups enthusiastically endorsed the benefits of cultural learning and community building. The pedagogical implications of these results are also discussed.

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Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge

10.26686/wgtn.16973959 ◽

2021 ◽

Author(s):

◽

Dekun Sun

Keyword(s):

Professional Development ◽

Prior Knowledge ◽

Teacher Development ◽

English Education ◽

Native Speakers ◽

Practical Knowledge ◽

Chinese Language ◽

Teaching Experience ◽

Personal Practical Knowledge ◽

The Impact

<p>Much of L2 teacher cognition research has focused on L2 English education with native speakers teaching adult students at private institutes and tertiary levels. The present study was set up to investigate Chinese language teachers' personal practical knowledge (PPK) in teaching Chinese in New Zealand secondary schools. Taking qualitative case study as the approach, the present study selected three teachers as participants - two native Chinese speakers (immigrants) and one non-native Chinese speaker with Chinese heritage background - to explore the characteristics of their PPK, and to identify the factors shaping that PPK. The purpose of the study is to gain insight into teacher professional development processes. The data for the present study are mainly interviews with the teachers, supplemented with classroom observations of their teaching, post-lesson discussions, and my field notes. Data analysis and interpretation revealed that each teacher developed her own unique characteristic of PPK, which was captured by a dominant image, an overriding perspective that guided her practice. The factors shaping their PPK and practice are shown to be their prior knowledge, particularly ideologies originating from their native culture, their awareness of their status as native and non-native speakers, their teaching experience, and the institutional context. However, the extent of the impact on each teacher differed depending upon their personal background and level of professional development. The present study supported the view that a teacher's PPK is the dynamic integration of her prior knowledge and understanding of the situation, is oriented toward practice, and is constructed and reconstructed out of the narratives of a teacher's life. Based on this study, a number of implications have been identified for teacher development, as well as suggestions for further study of teachers' PPK.</p>

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Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge

10.26686/wgtn.16973959.v1 ◽

2021 ◽

Author(s):

◽

Dekun Sun

Keyword(s):

Professional Development ◽

Prior Knowledge ◽

Teacher Development ◽

English Education ◽

Native Speakers ◽

Practical Knowledge ◽

Chinese Language ◽

Teaching Experience ◽

Personal Practical Knowledge ◽

The Impact

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EXPLORING A FEW PROBLEMS ENCOUNTERED BY KAZAKH STUDENTS IN LEARNING CHINESE SPECIAL QUESTIONS

BULLETIN Series of Philological Sciences ◽

10.51889/2020-4.1728-7804.87 ◽

2020 ◽

Vol 74 (4) ◽

pp. 432-440

Author(s):

S. Matay ◽

◽

G. Alikhan ◽

Keyword(s):

Chinese Language ◽

Teaching Experience ◽

Educational Process ◽

Daily Work ◽

Years Of Teaching Experience ◽

The Future ◽

And Control ◽

Difficult Part

In view of the unsolved problems arising in the process of learning the Chinese language in Kazakhstan, especially the most important part of studying the structure of sentences in the language, that is, the most difficult part for students who are familiar with Chinese grammar. After several years of teaching experience, students seem to have mastered the special interrogative sentences and written and oral use that often appear in life. To further increase the effectiveness of teaching in the future educational process and reduce the number of unnecessary mistakes in the sentence and the process of speech, students decided to conduct research and control their daily work. It was analyzed that the mistakes are often done by students when doing exercises and explain the reasons.

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THE INTERPRETATIONS OF THE WORD “WOMAN” IN CHINESE LANGUAGE (BASED ON AN UNSUCCESSFUL INTERCULTURAL COMMUNICATION CASE ANALYSIS)

Tomsk state pedagogical university bulletin ◽

10.23951/1609-624x-2020-5-65-71 ◽

2020 ◽

pp. 65-71

Author(s):

Чаоцзе Лю ◽

Вэйлян Чжун

Keyword(s):

Intercultural Communication ◽

Transition Period ◽

Chinese Language ◽

Negative Attitude ◽

Case Analysis ◽

Russian Language ◽

Cultural Transition ◽

Semantic Meaning ◽

Exchange Students ◽

Modern Culture

Введение. Общепризнано, что коммуникация – это поведенческий процесс, задача которого состоит в том, чтобы помочь различным поведенческим агентам достичь двухстороннего информационного потока через различные носители, сформировать восприятие поведения агентов и добиться определенной цели. Общение может сблизить людей, а культурные различия – разделить их. Люди довольно часто игнорируют социальные и культурные факторы в межкультурной коммуникации, что может привести к нарушению коммуникации. Цель статьи – определить интерпретации слова «женщина» в китайском языке. Материал и методы. Использованы многочисленные теоретические работы по межкультурной коммуникации, которые заложили прочную основу для интерпретации базового понятия, а также китайские и английские толковые словари для интерпретации семантического значения слова «женщина». На основе анализа кейсов выявляются семантические различия слова «женщина» в китайском и русском языках и указывается на негативное отношение китайских студентов к семантическому значению данного слова. Кроме того, проведено исследование среди студентов по обмену из Чжэцзянского океанического университета с целью выявления скрытых причин, вызвавших негативное отношение к семантическому значению слова «женщина». Результаты и обсуждение. На основе анализа неудачного опыта межкультурной коммуникации студентов по обмену из Китая эксплицитно раскрываются семантические значения, включающие расширенное и образное значение слова «женщина» в контексте китайского языка, а также исследуются корни формирования существующих когнитивных семантических значений. Заключение. Глобализация неизбежно влияет на идеологию всего мира. В настоящее время Китай вступил в переходный период, когда современная культура должна занять место традиционной культуры, а национальная культура сталкивается с вызовом и вторжением иностранной культуры. Introduction. It is well acknowledged that communication is a behavior process, which aims to help different behavior agents to achieve two-way information flow through a variety of carriers, to form the perception of the behavior agents, and to achieve a specific goal. Communication can bring people together, but cultural differences keep them apart. People quite often ignore social and cultural factors in intercultural communication, which could bring about the consequence of communication breakdown. Aim and objectives. Define interpretations of the word “woman” in the Chinese language. Material and methods. Abundant theoretical works on intercultural communication are profoundly used which have laid solid foundation for the interpretations of basic concept. Meanwhile, many Chinese and English explanatory dictionaries are used to interpret the semantic meaning of the word “woman”. By means of case analysis, the article discovers the semantic differences of word “woman“ in Chinese language and Russian language and points out the negative attitude of Chinese students towards the semantic meaning of word “women”. Furthermore, researches are conducted among the exchange students from Zhejiang Ocean University in order to discover the hidden reasons, which have caused negative attitude towards the semantic meaning of word “women”. Results and discussion. Based on the analysis of an unsuccessful intercultural communication experience of exchange students from China, the article explicitly reveals the semantic meanings including the extended meaning and the figurative meaning of the word “woman” in the Chinese language context, and explores the roots of the formation of the existing cognitive semantic meanings. Conclusion. Globalization inevitably influences the concept and ideology of the whole world. At present, China has entered a cultural transition period, when modern culture must take the place of traditional culture, and the national culture faces the challenge and invasion of foreign culture.

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