Personal research project on understanding the role of the teacher in China.
STUDY CHINESE EXPERIMENT (ongoing!) METHOD My Chinese study attempts include – at a “Beijing university”, several “private language schools”, self-taught, taught by my landlady, taught by a Chinese teacher friend, private 1-to-1 lessons and several language learning websites! Typical teaching methods that I have been exposed…
What’s the difference between a language and a dialect? 语言和方言有什么区别？ （I love this photo! 我喜欢这张照片!)
你喜欢看书吗？你喜欢通过看书学习语言吗？试试这个网站：Chinese Reading Practice 在CRP， Kendra 给我们看了很多有意思的故事。初级，中级和高级都有。 我也建议你们看这个网站：Just Learn Chinese JLC是Grace的博客。她免费提供给我们很多不同的练习汉语的活动。 听力，写作，阅读和口语，什么都有！ The two links above are great, free resources for practising your Chinese reading skills and more!
A great video about a school in England that is successfully incorporating learning Mandarin into it’s curriculum. 在英国的学校学习汉语越来越受欢迎。请看这段视频。
Communicative Language Teaching CLT什么是？David Nunan (1991) 写了一个清单: 1。注重学习，通过互动在目标语言进行交流。 2。在学习状况引进作准文本 3。多给学习者机会了解学习过程本身。 4。学习者自身的亲身经历作为重要的促成因素，以课堂学习的增强 5。联系起来的尝试课堂语言学习与课堂外的语言活动
– Find out more about teacher training at the Confucius Institute. – Find out to what extent the idea of Communicative Language Teaching (CLT) has been discussed in China – Discuss the core features of CLT with some Chinese teachers – Interview some “experts”/Chinese professors for their thoughts on the subject. – 了解更多关于教师培训在孔子学院。 – 了解在何种程度上交际语言教学（CLT）的理念在中国已经讨论这个话题…
Based on the 10 questionnaires, my conclusions are as follows: – TCFL teacher training at universities and other private institutions focuses more on theory, than on practice. – These teachers have little opportunity for post-graduate professional development training – Availability of teaching resources and materials is very limited – Limited awareness of different language teaching and learning styles…
The main limitations to my original questionnaire are: – The Chinese translation is not accurate, causes confusion, and therefore does not always elicit an accurate response from the reader – The questions are open-ended, which only allows for qualitative analysis, and not quantitative analysis 我问卷的局限： －我自己把英文翻译成中文。这样我的问题不太清楚。汉语老师可能不明白我的意思。结果汉语老师的回答也不太清楚。 －问卷的回答是定性分析的, 不是定量分析的
I listened to this discussion led by Cambridge International Examinations (CIE) about the value and use of the CEFR for language teaching and learning. It’s of particular interest to me as I think about the content I am learning in Chinese class. At some point, I actually took the Trinity syllabus as a starting point…
China’s first MOOC platform is called Ewant! From the same article from which I discovered ewant, I also found someone had attached an interesting resource entitled, Open Educational Resources in the People’s Republic of China: Achievements, Challenges and Prospects for Development …I cannot wait to read it!