The culmination of more than a decade of research, this compelling volume offers a fresh approach for applying functional linguistics to assess student performance, to inform the teaching and learning of Chinese and to design curriculum and teaching materials. Documenting authentic systemic functional linguistics (SFL) studies in researching and teaching Chinese as a first or second language, this research is set in the multilingual settings of Hong Kong and Australia. The experiences of SFL and genre teaching in English have been well demonstrated as valid, viable and practical in different contexts; however this volume covers the relatively new domain of research into the applications of SFL to the teaching of Chinese. Using SFL as the research framework, the authors cover three major areas in Chinese language education: effective pedagogies, curriculum and material design, and text analysis. Covering major local curriculum reforms and the rapid growth of International Baccalaureate programmes worldwide, this book will be of interest to linguists, language teachers and teacher educators and those involved in the teaching and learning of Chinese around the world.
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| Foreword |
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xiv | |
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1 | (6) |
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PART I Research on pedagogy |
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7 | (108) |
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2 Using functional grammar to evaluate students' written performance and its implications for teaching |
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9 | (37) |
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3 A social semiotic perspective on language teaching: why context matters |
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46 | (13) |
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4 Understanding teachers' languaging dynamics for the effectiveness of Chinese language teaching to non-Chinese speaking students in Hong Kong |
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59 | (17) |
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5 The effectiveness of reading to learn methodology to improve Chinese descriptive writing skills of non-Chinese speaking secondary school students in Hong Kong |
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76 | (23) |
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6 Effectiveness of reading to learn pedagogy in improving Chinese second language learners' reading and writing performance of proposal |
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99 | (16) |
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PART II Research on teaching materials |
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115 | (78) |
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7 Bridging the gap between the classroom and the real world: using authentic texts in the languages classroom |
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117 | (23) |
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8 A comparative analysis of Chinese letters in Chinese textbooks of junior secondary schools in mainland China, Hong Kong and Taiwan |
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140 | (14) |
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9 Learner as participatory agent of material adaptation: strategy for enacting international mindedness in Mandarin B |
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154 | (17) |
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10 Text-based language teaching methodology in an IB diploma Chinese class |
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171 | (22) |
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PART III Research on text analysis |
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193 | (96) |
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11 An appraisal analysis of international mindedness in Chinese student written texts in the IB diploma programme |
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195 | (16) |
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12 Performance of students of diverse abilities on the Chinese integrated language skills: from six students' written performance on Chinese integrated language skills in Hong Kong public examination |
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211 | (25) |
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13 Development of Chinese narrative writing skills in primary 3 and 6 students in Hong Kong |
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236 | (17) |
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14 Using appraisal theory to evaluate primary school students' Chinese explanation writing |
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253 | (12) |
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15 A systemic functional analysis of second language explanatory writing: a possible stance for writing assessment |
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265 | (24) |
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| Index |
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289 | |
Dr. Mark Shiu-kee Shum is Associate Professor at the Faculty of Education, and was the Founding Head of the Division of Chinese Language and Literature (20092015) at The University of Hong Kong.
Dr. Peter Mickan is Visiting Research Fellow in the Faculty of Arts, University of Adelaide, where he was Head of the Discipline of Linguistics, and established and directed the Postgraduate Applied Linguistics Programme.
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