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Connections II
A learner-centred, process-focused, and meaning-based approach to intermediate Chinese
Connections II [text + workbook], Textbook & Workbook
Praise for Interactions I & II: "Practical and lively without neglecting the structure and the writing system. The workbook is especially interesting and helpful." —Chauncey C. Chu, University of Florida ". . . by far the best first-year textbooks available." —Sabina Knight, Smith College Connections I & II is the second-year sequence to accompany the enormously popular introductory texts Interactions I & II by Margaret Yan and Jennifer Li-chia Liu. This innovative system makes learning Chinese an interactive, cognitive process rather than a matter of simple rote or drill. Connections is designed to offer intermediate learners of Chinese a complete set of learning tools to improve their ...
Connections I
This set "is designed to offer intermediate learners of Chinese a complete set of learning tools to improve their language skills and enhance their understanding of Chinese culture and society. Lesson topics revolve around everyday themes and real-world communciation among four central characters - a mainland Chinese, a Taiwanese, a Chinese American and a non-Chinese American - familiar to students using 'Interactions'. Each ten-chapter volume is accompanied by a workbook. Chapters include sections on vocabulary, text, mini-dialogue, characters, grammar, and culture notes, accompanied by engaging graphics. 'Connections' also includes stories and songs, and makes use of a wide variety of texts such as narrative, dialogue, journal entries, riddles, jokes, news, headlines and lyrics." - back cover.
Connections I [text + workbook], Textbook & Workbook
Praise for Interactions I & II: "Practical and lively without neglecting the structure and the writing system. The workbook is especially interesting and helpful." —Chauncey C. Chu, University of Florida ". . . by far the best first-year textbooks available." —Sabina Knight, Smith College Connections I & II is the second-year sequence to accompany the enormously popular introductory texts Interactions I & II by Margaret Yan and Jennifer Li-chia Liu. This innovative system makes learning Chinese an interactive, cognitive process rather than a matter of simple rote or drill. Connections is designed to offer intermediate learners of Chinese a complete set of learning tools to improve their ...
Vocabulary Learning Strategies in the Chinese EFL Context
Learners and teachers of a foreign language instinctively know how important vocabulary learning strategies are. This is especially true in China where the sheer number of English words that need to be learned has become a stumbling block for millions who struggle to learn English. This volume attempts to illustrate the various strategies used in China to help students learn vocabulary. The ultimate purpose of learner strategies research is to make a difference in learning and teaching. Although this book is about vocabulary learning strategies in the mainland Chinese context, much of what is discovered should be relevant to researchers, teachers, and learners in other parts of the world as well.
Learning and Teaching Chinese as a First Language
"Covering new trends in the learning and teaching of Chinese, the authors conduct a critical investigation of the complex field of language education in the context of learning and teaching Chinese, and effective first language teaching. The book has three objectives: establishing a field of study in Chinese language learning and teaching, providing critical discussion and progressive insights on language education, and offering relevant pedagogical perspectives of learning and teaching Chinese as L1 and L2. The chapters investigate learning and teaching of Chinese in different aspects, including four skills, culture, literature, technology-assisted learning, and learners' identity. By focus...
Language Learning Motivation in a Multilingual Chinese Context
Drawing on quantitative and qualitative data from teachers and students in Hong Kong’s secondary schools, this book examines critical questions in relation to language learning motivation and instructional contexts. Readers are provided with a critical overview of developments in theory and research on language learning motivation and the potential to further extend these developments. Grounded in the Douglas Fir Group conceptualization of language learning, the book explores the complex interplay of diverse factors that shape learners’ motivation. It offers a unique window into the situated nature of language learning motivation in the macro, meso, and micro contexts of a Chinese heritage society. In so doing, it brings the Chinese voice into the theorization of this important language learning construct. Potential future research avenues are suggested, and implications for policy and practice are discussed. This book will be a useful resource for academics and postgraduates interested in the fields of English as a second language (ESL), English language teaching, language teaching and learning.
Researching and Teaching Second Language Speech Acts in the Chinese Context
This book contributes to the literature of interlanguage pragmatics by building an interface between researching and teaching speech acts in the Chinese context. It is written for researchers, language educators, classroom teachers and readers who are interested in interlanguage pragmatics research, acquisition and teaching, with particular reference to speech acts performed by Chinese learners of English, and their relationships with the learners’ first language and cultural concepts. It provides a more advanced understanding of the production and development of speech acts of Chinese learners of English from the cross-linguistic, cross-cultural, L1 and L2 developmental perspectives, drawing on relevant second language acquisition theoretical frameworks. It also recommends research-informed pedagogies that are applicable to other learners of English.
Innovation in Language Learning and Teaching
This book evaluates the origins of processes of change in language teaching in China, and the factors influencing their success. Examining diverse experiences and drawing on the perspectives of academics from the top institutions in the country, the authors analyse the complex interplay between global and local influences on language policies. Encouraging discussion of the significant education reforms that have taken place in China in recent years, this work will be of interest to students and scholars of language education, English as a Second Language and applied linguistics.
