目录
目 录
前言
PREFACE
1 Teaching Chinese in an International Context
1.Introduction
2.The Backdrop of Language Policy and Planning
3.Learner Categories
4.Issues Relating to Chinese Language Education Planning
Chinese Characters
Transition and Continuity from the Primary Level to the Secondary Level
5.University Chinese
Streaming Learners
Intensive In-Country Programs
Catering for International Students from Chinese Backgrounds
6.Internationalisation and Localisation of Chinese Teaching
7.Conclusion
References
Authors
2 Creating a Productive Environment for Learners of Chinese in Au
1.Introduction
2.Background
3.Method
4.Results
Universities
Lecturers
Students
5.Discussion
6.Suggestion
Difference
Dynamic
Dialogue
Diversity
7.Conclusion
References
Authors
3 Knowledge Framework and Pedagogical Re-imagining:Teaching and Learning Chinese in the Australian Context
1.Background
2.Some Misconceptions in the Teaching and Learning of Chinese in Australia
The Debate on Communicative Language Teaching as the“Best”Method
Teacher Competency:Knowledge and Skills
Challenges for Chinese Teachers in Australian Schools
3.Towards a Theorization of the Issues
Shuman’s Educational Knowledge Framework
An Illustration and Argument
Profiling the Language Program
4.Conclusion
References
Author
4 Language Class Students Placement in Victoria’s Multi-cultural Society
1.The Introduction of VCE Chinese Language，Culture and Society
2.VCE Chinese LCSStudy Design
3.Jean Orton’s Reports and Issues Identified
Issues Identified in the Previous Reports
The 2016 Report and Issues Identified
Recommendations in the 2016 Report
4.Comparing Orton’s Recommendations and VCE Chinese LCS Study Design
Cultural Component in Chinese as a Foreign Language Classroom
The Halved Exposure to Chinese Language Environment
Students’Learning Behavior and Guidance from Assessment
The Presence of Background Speaker/S in VCE Chinese LCS
Summary
5.The Governmental Efforts on Promoting Chinese and Other Asian Languages
Efforts of Federal Government
The Efforts of State Government
6.Can VCE Chinese LCSServe the Purpose?
Limited Offering School and Highly Concentrated Geographic Locations
Unguaranteed Proficiency Level upon Graduation:A Pragmatic Feedback
Challenges in Encouraging a More Balanced Student Demography
7.Discussion
8.Recommendations
References
Authors
5 Classroom Language Use in CL2 Teaching:Designing from a Learner’s Perspective
1.Classroom Language Use in the Context of Learning CL2
2.Learners’Linguistic Profiles in CL2 Classrooms
3.Communicative Functions of Classroom Language
4.Bi-directional Translation:A Learner’s Approach
The Characteristics of Bilingualism
Second Language Learning as a Bilingualisation Process
The Innate Relationship Between Listening and Speaking in Second Language Learning Process
5.Functions of Classroom Language in a CL2 Context:A Design Framework
Current Approach to CL2 Classroom Language
A Design Framework for CL 2 Classroom Language Use
6.Conclusion
References
Authors
6 Emotions and Chinese Language Learning
1.Introduction
2.Background
3.The Study
Informants and Research Questions for This Study
Methods
4.Results and Discussion
Overall Levels of Chinese Language Enjoyment and Chinese Language Anxiety and Their Relationship
Chinese Language Enjoyment vs Chinese Language Anxiety，and Social Factors vs Individual Factors of Enjoyment
The Impacts on Chinese Language Enjoyment and Anxiety
Predictability of Chinese Language Enjoyment and Anxiety for Students’Learning Outcome
Sources of Students’Chinese Language Enjoyment
5.Conclusion and Implications
References
Authors
7 Enhancing Cultural Awareness via Literature in Chinese Second Language Education
1.Introduction
2.Literature Review
3.Methodology
4.Observations
5.Conclusion
References
Author
8 Learning in the Language of Cinema:A Case Study of the Impact of Humanities Subjects on Chinese International Students’Critical Thinking Ability
1.Introduction
2.Literature Review
3.An Overview of Chinese Cinema and Asian Cinema
4.Education Background of Chinese International Students
5.Research Design and Method
6.Analysis of the Mid-term Assessment of the Control Group
7.Analysis of the Film Review Assessment of the Control Group
8.Analysis of the Final Essays of the Control Group
9.Analysis of the Final Essays of the Experimental Group
10.Conclusion
References
Authors
9 Driving，Progressing and Consolidating Chinese-Character-Writing Teaching Method:An Exploration
1.Literature Review
2.Question Statement
3.Theories
The Theory of Muscle Memory
Achievement Motivation Theory
Reinforcement Theory
Self-Efficacy Theory
Summary
4.The Design and Practice of DPC Method
Background Information
The First Cycle(About 2 Weeks):Driving Cycle
The Second Cycle(About 3 Weeks):Incremental Enhancement Cycle
The Third Cycle(About 3 Weeks):Utility Cycle
5.The Survey and Analysis of Questionnaires，and Observation of the Results
Questionnaire Design
Respondents
Pre-training
Post-training Results and Analysis
Pre-and Post-DPC Chinese-Character-Writing Training—A Comparison
6.Conclusion and Prospects
References
Authors
10 Syntactic Approaches to Tertiary Total Beginner Students of Chinese
1.Introduction
2.Formation of Sentences
Formation of Statement Sentences
Formation of Yes-No Questions
Formation of WH Questions
Formation of the Affirmative Yes to Yes-No Questions
Formation of the Negative No to Yes-No Questions
Appendix 1:A Rule of Thumb Approach to Basic Sentence Formation in Chinese
Appendix 2:Lesson 10 Passages
References
Authors
11 Cracking the Tones
1.Why Is There a Problem with Mandarin Tones?
2.What Are the Mandarin Tones?
Fundamental Frequency Values
Fundamental Frequency Contours，Turning Points andΔF 0
Temporal Properties of Tones
Hemispheric Specialization for Tones
3.New Approaches to Introduction of Mandarin Lexical Tones
4.The Importance of Listening in Establishing a Mandarin Pronunciation Mechanism
5.Acoustic Perceptual Training:Developing Sense and Sensitivity to Tones
6.Students Constructive Engagement in Tone Acquisition Listening Practice
7.Mandarin Pronunciation Mechanism:Consolidating and Building
8.Guiding Students to Perfect Their Mandarin Pronunciation Skills
9.Conclusion:Student Feedback
Appendix
Foundation Work:Single Syllable Tones in Isolation 1
Foundation Work:Single Syllable Tones in Isolation 2
Foundation Work:Single Syllable Tones in Isolation 3
Foundation Work:Single Syllable Tones in Isolation 4
Foundation Work:Single Syllable Tones in Isolation 5
Foundation Work:Double Syllable Tones 6
References
Author
12 Exploring Students’Self-Efficacy in a Chinese-English Interpreting Class in Australia
1.Introduction
2.Literature Review
3.Methodology
4.Data Analysis，Findings，and Implications
Students’Perceptions of Their Interpreting Training in Relation to Their Self-Efficacy Beliefs
The Extent to Which the Lecturer Plays a Role in Developing Student Self-Efficacy in the Interpreting Training Class
Implications of Enhancing Students’ Self-Efficacy for Teaching Chinese-English Interpreting in Australia
5.Conclusion
References
Authors
13 Reform and Innovation in the Use of Technology in Chinese Interpreting Teaching
1.Introduction
The Chinese Interpreting Unit and Learners
The Use of New Technology in Chinese Interpreting Teaching
2.Review of Literature
Interpreting Performance
Situated Learning in Multimedia-Based Interpreting Training
Interpreting Training in an MBL Environment
3.Traditional Methods and Constructivism Approach to Interpreting Teaching
Traditional Interpreting Teaching Methods
Constructivist Approach to Interpreting Teaching
4.The Application of SmartClass+to Interpreting Learning
The Interpreting Unit in SmartClass+
Optimizing Class Integration Using Comprehensive Learning Activities
Simulated On-Site Interpreting in Situated Learning
Scaffolding and Monitoring in Smart Class+
Differential Teaching and Authentic Interpreting Tasks for Achieving Independent Learning
Innovations in Assessing Interpreting and Improvement in Marking Efficiency
5.Limitations and Issues That Need Attention
6.Conclusions
REFERENCE
Author
14 Translation in the Space of Translanguaging:A Case Study of Undergraduate Translation Teaching
1.Introduction
2.What Is Translanguaging Defined
3.An Age for Intercultural Competence
4.Challenge to Traditional Role
5.Research Thinking
6.Translation Courses in Monash—A Basic Introduction
7.Survey and Questionnaire for Better Teaching
8.Learning Objectives
9.Teaching Materials
10.Pedagogical Approaches
11.Translation Awareness—Introduction of Writing Translator’s Notes
12.Assessment and Evaluation
13.Conclusion—Drawing From Learner’s Linguistic Repertoire
References
Author