Table of Contents (2020 Issue)
Instructional Effects on Acquisition of Chinese Pragmatics
by Feng Xiao
Abstract: This article reviews data-driven research on instructed pragmatics with a focus on the seven studies that examined Chinese pragmatic instruction. Findings suggest that an effective method of teaching Chinese pragmatics needs to include direct metapragmatic instruction and adequate follow-up practice. The follow-up practice may increase the degree of task complexity to stimulate sufficient classroom discourses (e.g. peer-to-peer, teacher-learner), in order to consolidate learned pragmatic features. Instructors also need to make learning tasks adaptive to learner-related factors such as foreign language aptitude and proficiency. One good way to improve learning tasks is to do action research on teaching methods recommended by previous studies. Finally, instructors may also think about teaching pragmatics beyond pragmatic features at the utterance level (e.g. speech acts) to promote learning pragmatics in interaction.
Endless Potential Beyond the Classroom: Developing Extension Activities to Teach Culture
by Jui-Chien Wang
Abstract: In the wake of the rapid development of the Chinese media industry, the broad application of film has become a trend in the teaching of Chinese as a foreign language. Currently, the application of film in Chinese language instruction has focused on theme selection, pre-class preparation, and classroom activity design. However, film, as a nontraditional teaching material, has great pedagogical flexibility. This paper argues that film can be treated as a cultural carrier. It proposes multi-faceted after-class extension projects, and provides specific teaching examples, for guiding students to integrate extracurricular resources, to extend learning outside the classroom, to become active participants in the target culture, and to engage in more active and deeper cultural learning.
Book Review: The Routledge advanced Chinese multimedia course: Crossing cultural boundaries
By Lin Zhu
This Chinese reader is an advanced level Chinese textbook, targeting Chinese learners with
approximately advanced mid to advanced high OPI proficiency.
Ac quisition of the Chinese Modal Particle “Le” between Heritage and Non-Heritage Learners with Different Proficiency Levels
by Ava Tiller
Abstract: This study examined differences in production and comprehension of the Chinese model particle le between heritage and non-heritage learners with different proficiency levels. The results of ANOVA and ANCOVA analyses showed that there was no statistically significant difference between heritage and non-heritage learners' abilities to comprehend and produce "le". Though there was a significant difference between proficiency levels in production but not in comprehension.