LEADER 04293nam 22005535 450 001 9910373886303321 005 20200630031108.0 010 $a981-15-1149-7 024 7 $a10.1007/978-981-15-1149-3 035 $a(CKB)4900000000505253 035 $a(MiAaPQ)EBC6111267 035 $a(DE-He213)978-981-15-1149-3 035 $a(EXLCZ)994900000000505253 100 $a20200111d2020 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTeaching Chinese Language in Singapore$b[electronic resource] $eConcerns and Visions /$fby Kaycheng Soh 205 $a1st ed. 2020. 210 1$aSingapore :$cSpringer Singapore :$cImprint: Springer,$d2020. 215 $a1 online resource (xiv, 152 pages) $cillustrations 311 $a981-15-1148-9 327 $aPart I: Chinese Language Teaching and Culture -- 1. Language Leaning and Culture Teaching: Culture in Language -- 2. Culture-based and Values-oriented Language Instruction -- 3. Enhancing Culture Learning in Chinese Language Curriculum -- Part II: Teaching and Learning of Hanzi -- 4. Chinese Character Lists: Development, Uses, and Limitations -- 5. Difficulty Index and Ease Index of Hanzi -- 6. Readability Formula for Chinese as a Second Language -- 7. Strategies for Preventing Orthographical Errors -- Part III: Cognitive and Affective Aspects of Chinese Language Teaching -- 8. Two Needed Changes in the Teaching of Chinese Language -- 9. The Need to Revitalize Chinese Language in Singapore -- 10. Attitude toward Chinese Language Scale: Its Measurement and Uses -- Part IV: About the Future -- 11. Forecasting the Future of Chinese Language in Singapore -- 12. Ten Questions about Chinese Language Teaching in Singapore -- 13. Research into Teaching of Chinese Language in Singapore: From Students to Students. 330 $aThis book addresses the problems and issues surrounding teaching Chinese as a second language in the Singapore context. It identifies four main areas of concern: (1) Neglect of culture in the teaching of Chinese; (2) Difficulty of learning Hanzi (Chinese characters); (3) Cognitive and affective aspects of Chinese language learning; and (4) Authenticity of the Chinese language in a global and Singapore context. The book includes lesson design and instructional practices for re-prioritizing Chinese as a set of trainable skills, as well as teaching culture in the context of teaching the language. It also introduces the Chinese as a Second Language Readability Formula to help learners overcome their difficulties with learning Hanzi (Chinese characters), and the Attitude Toward Chinese Language Scale to help understand the various factors that can influence Chinese language learning. It also proposes a student-oriented model for conducting problem-based research, tapping into the disciplines of psycholinguistics and sociolinguistics. Resolving or minimizing the issues identified here requires action at the macro level by Chinese language researchers on a national scale, and at the micro level by classroom teachers through action research. 606 $aLanguage and education 606 $aLanguage and languages?Study and teaching 606 $aChinese language 606 $aLanguage Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O23000 606 $aLanguage Education$3https://scigraph.springernature.com/ontologies/product-market-codes/N13010 606 $aLanguage Teaching$3https://scigraph.springernature.com/ontologies/product-market-codes/O46000 606 $aChinese$3https://scigraph.springernature.com/ontologies/product-market-codes/N18000 615 0$aLanguage and education. 615 0$aLanguage and languages?Study and teaching. 615 0$aChinese language. 615 14$aLanguage Education. 615 24$aLanguage Education. 615 24$aLanguage Teaching. 615 24$aChinese. 676 $a495.180071 700 $aSoh$b Kaycheng$4aut$4http://id.loc.gov/vocabulary/relators/aut$0857573 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910373886303321 996 $aTeaching Chinese Language in Singapore$91914857 997 $aUNINA