By Robyn Moloney, Hui Ling Xu

Teachers of chinese language as a international language in lots of foreign contexts are trying to find pedagogic suggestions to advertise powerful studying. types of leading edge and winning techniques are urgently wanted. This quantity provides a set of compelling and empirically wealthy examine reports that showcases leading edge advancements within the perform of training chinese language as a international language. The experiences concentrate on 3 interrelated parts: rookies, lecturers, and functions of recent applied sciences. in particular, the reviews discover equipment for fostering learner-centred study rooms, self sustaining rookies, intercultural studying, the position of instructor perspectives and identities, the character of a ‘middle flooring’ technique, and applied sciences that accommodate the original points of the chinese, with new innovations for cellular and interactive newcomers. supplying either proposal and sensible types for language practitioners and researchers, it deals an essential source for lecturers’ expert improvement, and for pre-service instructor education.

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Extra info for Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language

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In Wells 1999, p. 174) What then when we interrupt the very successful semiotic system that the learner has established through acquisition of his or her first language, the tool of tools? 2 Second Language Acquisition Standing at very much the same point as we had arrived at above, Pavlenko and Lantolf (2000, p. 156) refer to language learning as ‘the struggle to participate in the symbolically mediated worlds of another culture’, a process that requires a reconstruction of the self. In the school years, the struggle plays out in quite concrete 42 J.

It was intended to address several program weaknesses that were perceived to contribute to the very low retention rate of second language (L2) students who were learning Chinese only in their day school classroom. One of these was the pervasive use of English by all in the room, the teachers protesting that students could not understand them if they used Chinese, and students rarely ever voluntarily using the target language. A second weakness was the dearth of meaningful activity in most rooms.

The Silent Way uses target language only and engages in activities and interactions in the room. It is overtly artificial in its first stage, privileging functional language – verbs, prepositions, pronouns, adverbs and conjunctions – needed for carrying out tasks in interaction with other students and the teacher. The fundamental meaning of the new language is established concretely using objects, actions and mime, and the meaningfulness of the activities lies in their intrinsic interest as content and in the enjoyment that comes from students’ intensifying self awareness as they grapple with the puzzle-like challenges presented to them.

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