Chinese as a Second Language. The journal of the Chinese Language Teachers Association, USA - Volume 55, Issue 3, 2020

Abstract

As an important form of second language input, videos have been given much attention by both language teachers and SLA researchers. Second language learning videos typically come in two forms: live-action videos (with human actors in realistic settings) and animation videos. In this paper, we report on an empirical study on the relative merits of these two kinds of videos for beginning learners of Chinese. A total of 82 participants took part in this research as students in a Beginners’ Chinese Language course at a university in Singapore. Each participant attended four learning sessions, two of which being based on live-action videos and another two on animation videos. Post-tests showed that the efficacy of the two kinds of videos differed between students who had had richer community exposure to Mandarin before attending the course and students who did not have such exposure. The former group performed significantly better than the latter after attending live-video sessions. However, students in the latter group reported a preference for animation videos during the post-interviews due to the more well-controlled quality of the soundtracks (i.e., less noisy background).

Abstract

Classical Chinese is an integral component of the Chinese language curriculum at many American universities. However, which texts should be taught and how their grammar should be introduced in a textbook, are questions that have seldom been discussed. This article focuses on the selection of original texts and the mode of grammar explanation in an introductory-level textbook for undergraduate students who study Chinese as a second language. In the United States, more and more students study Classical Chinese for Mandarin-proficiency improvement and Chinese cultural perceptions. Responding to the trend, I argue that narrative texts and comparative grammar explanation would not only render a textbook more comprehensible and engaging, but also advance the learner’s practice of Classical Chinese knowledge in Modern Chinese production. This new design thus effectively connects Classical and Modern Chinese in both “content” and “form,” providing a new perspective to the curriculum development of overseas Chinese programs.

Abstract

Immersion-style bilingual school programs have proven to be effective ways for children’s acquisition of additional languages. However, such programs seem to be scarce across the world in comparison to the value people attach to bilingual skills and bilingual education. Through a case study of a successful Mandarin bilingual program in western Canada, the study hopes to explore the factors that contribute to the success of such programs in North America. The study points to the importance of government language policy environments, the attitude of local school boards, the commitment and active involvement of parents, and the availability and recruitment of quality teachers as key factors for the success of a bilingual school program.

This article reviews Classical Chinese for everyone: A guide for absolute beginners978-1-62466-821-0

This article reviews Chinese aspectual particle le: A comprehensive guide978-988-8528-10-3

This article reviews China in Depth: An Integrated Course in Advanced Chinese978-7-301-26287-0