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El. knyga: Teaching and Learning Chinese in Higher Education: Theoretical and Practical Issues

Edited by (University of Nottingham.)
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Teaching and Learning Chinese in Higher Education deals with the current issues and challenges faced by teachers and learners of Chinese.

Written by leading professionals and academics, the book is the first collection of research articles based on data collected in higher education institutions in the UK. The studies focus on concerns related to learners of Chinese as a foreign language (CFL) and aim to establish studies on teaching Chinese as a foreign language (TCFL) as part of the mainstream of applied linguistics

The contributors have applied their theoretical backgrounds in applied linguistics and education to tackle issues such as how to benchmark the Chinese written language with CEFR, how to integrate standardised Chinese proficiency tests with institutional assessments and teaching methodologies.

Teaching and Learning Chinese in Higher Education will be invaluable to professionals, academics and students seeking theoretical frameworks in applied linguistics for TCFL.
List of contributors
vii
Acknowledgement ix
Preface x
Introduction 1(10)
PART I Benchmarking, standardisation and assessment of the Chinese language
11(46)
1 European benchmarking Chinese language: defining the competences in the written language
13(22)
Yang Lu
Lianyi Song
2 Exploring the criterion-validity of HSK Levels 3 and 4: are assessments and CEFR standards related?
35(22)
Yang Lu
PART II Critical issues in CFL teaching materials and curriculum
57(72)
3 Problematising identity work in CFL teaching materials
59(24)
Rugang Lu
4 Learning Chinese idioms: a luxury or necessity for the curriculum?
83(26)
Jiaqi F. Guo
5 An experimental study on teaching number-related Chinese metaphors with cognitive deep-rooted cultural input
109(20)
Dian Huang
PART III Pedagogical innovations in the CFL classroom
129(70)
6 The application of a visual stimulation approach for teaching CFL at beginner level
131(26)
Duo Luan
7 Bootstrapping learning in a Chinese beginners' classroom
157(20)
Ann Devitt
Weiming Liu
8 The impact of an online grammar self-assessment system on CFL learners and teachers
177(22)
Lijing Shi
PART IV Profiling learners' language development
199(50)
9 An analysis of advanced L2 Chinese learners' common errors and their perceptions of errors in argument-based essays
201(27)
Catherine Hua Xiang
Yue Ji
10 The effect of instruction on L2 writing in Chinese: a T-unit analysis
228(21)
Shuai Zhao
Index 249
Yang Lu is Assistant Professor of Chinese at the University of Nottingham, UK.
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