Researching and Teaching Chinese as a Foreign Language <p>This journal is intended for an international audience of scholars, applied linguists, educators and policy makers engaged with Chinese as a foreign language. It offers a forum for presenting work from a range of linguistic sub-fields related to Chinese linguistics, language pedagogy, second-language acquisition, assessment, teacher training and curriculum design. Issues include Chinese-language and English-language articles. <a href="">Read more</a>.</p> en-US <p>© Equinox Publishing Ltd.</p> <p>For information regarding our Open Access policy, <a title="Open access policy." href="Full%20details of our conditions related to copyright can be found by clicking here.">click here</a>.</p> (Yang Yanning) (Ailsa Parkin) Mon, 26 Oct 2020 16:45:56 +0000 OJS 60 Teaching Chinese Characters to Second Language Learners <p>China’s economic and military developments, as well as its political and cultural dominance contribute to its powerful global influence. It is no surprise, therefore, that a growing number of foreigners choose to learn Chinese as a second language. The increasing popularity of the Chinese language indicates that there is a constant need for new research on effective teaching methods.Chinese characters are an integral part of teaching and learning the Chinese language. However, since the Chinese writing system is so unique, it is also one of the most challenging part of the language. Scholars have long been interested in systemizing Chinese characters and finding the most effective ways of teaching. Despite a multitude of previous research, there is still no complete agreement among scholars on many aspects of Chinese characters.This paper examines various proposals on enhancing the teaching of Chinese characters. First, we will examine some universal questions that are related to every language: the connection between reading and writing and the difference between the process of learning to read and write in different writing systems. Finally, our discussion will be narrowed down to the Chinese language and the following more specific questions will be answered: Should foreign learners learn to read and write Chinese characters? Will Chinese characters eventually disappear? Simplified or traditional characters should be taught? Through the investigation and evaluation of several previous studies concerning the theory of teaching Chinese writing and reading, the second part aims to contribute to the Hanzi pedagogy.</p> Szandra Ésik Copyright (c) 2020 Equinox Publishing Ltd. Mon, 26 Oct 2020 00:00:00 +0000 Empirical Studies on L2 Mandarin Chinese Production <p>This paper delineates an overview of Mandarin Chinese tone production empirical studies over the past three decades that reported the varying patterns of difficulty for L2 Mandarin learners. In this review, we investigate 19 studies chosen based on our selection criteria by analyzing the key factors in relation to the four main perspectives; namely, learners, instructors, target forms and researchers. We also analyze the patterns and issues found in this investigation. This overview aims to illuminate the current picture of L2 Chinese tone production and its complexity. In light of the insights garnered from this review, we propose a set of suggestions for future research and discuss broad implications for pedagogical approaches to tone learning.</p> Xiaoshi Li, Qian Luo, Jie Liu, Catherine Ryu Copyright (c) 2020 Equinox Publishing Ltd. Mon, 26 Oct 2020 00:00:00 +0000 Chinese Language Standards of Primary and Secondary Texts <p>Chinese is taught as a second language in Singapore, taking up 15–20% of curriculum time in primary and secondary schools and without the support of the other subjects in the curriculum. The notion of a two-year difference with Chinese as a first language is common but with no official documentation. This study aims to verify the standard gap between Chinese as a first language in China and as a second language in Singapore, using samples of texts of the two countries. It was found that Primary 1 texts of China are equivalent to Primary 3 in Singapore in terms of readability, based on a newly developed readability formula. The gap gets gradually wider at the primary level but fast widening and erratic at the secondary level. Probably causes and implications are discussed.</p> <p><br>??<br>???????????????????????15–20%????<br>??????????????????????????????<br>????????????????? ?????????????<br>??????????????????????????????<br>??????????????????????????????<br>??????????????????????????????<br>?????????????????</p> Kaycheng Soh Copyright (c) 2020 Equinox Publishing Ltd. Mon, 26 Oct 2020 00:00:00 +0000 Modal Markers in Chinese E-mails Produced by Students of Learning Chinese as Foreign Language <p>The present study attempts to investigate the difference of the use of modal markers in the Chinese e-mails by students of CFL (Learning Chinese as Foreign Language) at different proficiency Chinese levels. 35 CFL from the department of the School of Chinese Language and Literature, SooChow University, were divided into two groups according to their Chinese proficiency. The politeness of participants’ performance was evaluated based on two aspects: modal expressions and whole appropriateness. They were asked to write 8 e-mails on the topics provided, including two discourse styles (formal-informal) and four speech acts (suggestions, invitations, refusals, requests). Quantitative analysis revealed the differences between the two groups in the usage of modal expressions in e-mails, so as to distinguish the pragmatic awareness and pragmatic knowledge of Chinese foreign language learners at the different proficiency levels.</p> Yang Lili Copyright (c) 2020 Equinox Publishing Ltd. Mon, 26 Oct 2020 00:00:00 +0000