Philosophy

Teaching and Learning Chinese as a Foreign Language: A Pedagogical Grammar (review

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Teaching and Learning Chinese as a Foreign Language: A Pedagogical Grammar (review
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  Georgia State University  ScholarWorks @ Georgia State University   A++'$d L$)$$c a)d E)'$# a a Sc*)dLa)a D$a$*)D+a() *! A++'$d L$)$$c a)d E)'$# a aSc*)d La)a12-21-2011 Teaching and Learning Chinese as a ForeignLanguage in the United States: To Delay or Not toDelay the Character Introduction Lijuan Ye Georgia State University F*''* #$ a)d add$$*)a' *& a:#5+://c#*'a*&..d/a''_d$ 4$ D$a$*) $ b*# * * !* ! a)d *+) acc b # D+a() *! A++'$d L$)$$c a)d E)'$# a a Sc*)d La)a aSc#*'aW*& @ G*$a Sa U)$$. I #a b) acc+d !* $)c'$*) $) A++'$d L$)$$c a)d E)'$# a a Sc*)d La)a D$a$*) b a) a#*$3d ad($)$a* *! Sc#*'aW*& @ G*$a Sa U)$$. F* (* $)!*(a$*), +'a c*)acc#*'a*&@.d. Rc*(()dd C$a$*)  Y, L$%a), "Tac#$) a)d La)$) C#$) a a F*$) La)a $) # U)$d Sa: T* D'a * N* * D'a # C#aacI)*dc$*)." D$a$*), G*$a Sa U)$$, 2011.#5+://c#*'a*&..d/a''_d$/21    TEACHING AND LEARNING CHINESE AS A FOREIGN LANGUAGE IN THE UNITED STATES: TO DELAY OR NOT TO DELAY THE CHARACTER INTRODUCTION  by LIJUAN YE Under the Direction of Dr. John Murphy and Dr. Sara Weigle ABSTRACT The study explored whether or not to delay introducing Chinese characters as part of first year Chinese as a Foreign Language (CFL) courses in post-secondary institutions in the U.S. Topics investigated: a) timing structures of current CFL programs in the U.S.; b) CFL teachers’ and students’ beliefs and rationales of an appropriate timing to introduce characters; c) CFL teachers’ and students’ beliefs about the importance and difficulty of different Chinese language skills; and d) CFL teachers’ and students’ beliefs about the requirement of handwriting in beginning-level CFL courses. Data were collected through a large-scale online student survey with 914 students and a large-scale online teacher survey with 192 teachers. At the same time, a total of 21 students and five teachers from a delayed character introduction (DCI) program and an immediate character introduction (ICI) program were interviewed. Both quantitative and qualitative methods were used to analyze the data. Results indicate that the majority of CFL  programs did not delay teaching characters; most of teachers and students believed that speaking and listening were the most  important   skills and reading and especially writing characters were the most difficult   skills; and most of teachers and students did not favor alternative methods to    replace the handwriting of characters even though they considered handwriting to be the most difficult skill. With few studies carried out to investigate the timing issue of character teaching, results from the study provided foundational knowledge for CFL educators to better understand CFL teaching and learning in general, along with the teaching and learning of written Chinese characters, in particular. INDEX WORDS: Chinese, Chinese characters, Character teaching, Chinese as a foreign language (CFL), Teacher beliefs, Student beliefs, Delayed Character Introduction (DCI), Immediate Character Introduction (ICI)    TEACHING AND LEARNING CHINESE AS A FOREIGN LANGUAGE IN THE UNITED STATES: TO DELAY OR NOT TO DELAY THE CHARACTER INTRODUCTION  by LIJUAN YE A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the College of Arts and Sciences Georgia State University 2011    Copyright by Lijuan Ye 2011
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