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ISSUES AND PROBLEMS IN TEACHING CHIN...

CHANG, HSIAO-MIN WANG.

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ISSUES AND PROBLEMS IN TEACHING CHINESE AS A SECOND LANGUAGE AND AS A FOREIGN LANGUAGE.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	ISSUES AND PROBLEMS IN TEACHING CHINESE AS A SECOND LANGUAGE AND AS A FOREIGN LANGUAGE./
作者:	CHANG, HSIAO-MIN WANG.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1981,
面頁冊數:	255 p.
附註:	Source: Dissertations Abstracts International, Volume: 42-07, Section: A.
Contained By:	Dissertations Abstracts International42-07A.
標題:	Language arts. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8129357
ISBN:	9798204017726

ISSUES AND PROBLEMS IN TEACHING CHINESE AS A SECOND LANGUAGE AND AS A FOREIGN LANGUAGE.
CHANG, HSIAO-MIN WANG.

ISSUES AND PROBLEMS IN TEACHING CHINESE AS A SECOND LANGUAGE AND AS A FOREIGN LANGUAGE. - Ann Arbor : ProQuest Dissertations & Theses, 1981 - 255 p.

Source: Dissertations Abstracts International, Volume: 42-07, Section: A.

Thesis (Ph.D.)--The Claremont Graduate University, 1981.

This item must not be sold to any third party vendors.

This study, "Issues and Problems in Teaching Chinese as a Second Language and as a Foreign Langage," is designed as a reference for those who will be teaching Mandarin Chinese as a second language and as a foreign language. The first chapter, "Teaching Language," discusses the interrelationship of language and culture and the basic functions verbal and nonverbal communications serve and makes the point that a language teacher should concentrate both on the development of the students' language skills and on the conveying of the culture of the target language. At the same time, he must strive to understand the students' backgrounds to know where their cultural backgrounds are most disparate with the culture they are studying. Chapter II, "Teaching Students," provides some insights into the multicultural American society to present the position that the more a Chinese language teacher finds out about the issues and problems of bilingual-bicultural education, the better he can design his teaching plans and prepare teaching materials appropriate for his particular students. The third chapter, "Teaching Teachers," is a summary of the author's teaching experiences expressed as basic pedagogical principles and presents her firm conviction that a language teacher should look at teaching as an art and at his teaching career as creative expression of his own being. The author also points out that the great Chinese educator Confucius urges the teacher to cultivate himself as a kind human being: "A teacher should be an example for the student." Teaching is a total way of life; it is not only the knowledge and skill of the teacher but also his value as a person which makes him a worthy model for others. The fourth chapter, "Teaching Chinese," points out that, because Mandarin Chinese is recognized as the official dialect at all levels of international affairs, both Cantonese-speaking and non-Chinese-speaking students are studying Mandarin. Since the crucial factor in the process of learning for both groups of students is Chinese phonology, a detailed description of Mandarin phonology and a pedagogically effective approach to teaching it are provided in this chapter. The conclusion emphasizes that educational administrators who establish and supervise programs in Chinese Studies must realize the importance of selecting qualified language teachers who are successful in meeting the students' needs and interests and who include culture in their language teaching.

ISBN: 9798204017726Subjects--Topical Terms:

532624
Language arts.

ISSUES AND PROBLEMS IN TEACHING CHINESE AS A SECOND LANGUAGE AND AS A FOREIGN LANGUAGE.
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520 $a This study, "Issues and Problems in Teaching Chinese as a Second Language and as a Foreign Langage," is designed as a reference for those who will be teaching Mandarin Chinese as a second language and as a foreign language. The first chapter, "Teaching Language," discusses the interrelationship of language and culture and the basic functions verbal and nonverbal communications serve and makes the point that a language teacher should concentrate both on the development of the students' language skills and on the conveying of the culture of the target language. At the same time, he must strive to understand the students' backgrounds to know where their cultural backgrounds are most disparate with the culture they are studying. Chapter II, "Teaching Students," provides some insights into the multicultural American society to present the position that the more a Chinese language teacher finds out about the issues and problems of bilingual-bicultural education, the better he can design his teaching plans and prepare teaching materials appropriate for his particular students. The third chapter, "Teaching Teachers," is a summary of the author's teaching experiences expressed as basic pedagogical principles and presents her firm conviction that a language teacher should look at teaching as an art and at his teaching career as creative expression of his own being. The author also points out that the great Chinese educator Confucius urges the teacher to cultivate himself as a kind human being: "A teacher should be an example for the student." Teaching is a total way of life; it is not only the knowledge and skill of the teacher but also his value as a person which makes him a worthy model for others. The fourth chapter, "Teaching Chinese," points out that, because Mandarin Chinese is recognized as the official dialect at all levels of international affairs, both Cantonese-speaking and non-Chinese-speaking students are studying Mandarin. Since the crucial factor in the process of learning for both groups of students is Chinese phonology, a detailed description of Mandarin phonology and a pedagogically effective approach to teaching it are provided in this chapter. The conclusion emphasizes that educational administrators who establish and supervise programs in Chinese Studies must realize the importance of selecting qualified language teachers who are successful in meeting the students' needs and interests and who include culture in their language teaching.
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