Buch, Englisch, 208 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 450 g
Buch, Englisch, 208 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 450 g
ISBN: 978-94-6091-268-9
Verlag: Brill Academic Publishers
Using the Theory of Variation as the primary learning framework, the authors of this book conducted a number of large-scale and robustly-designed studies to investigate the relationship between the learning and teaching of Chinese, mostly among native speakers However we believe that the results are applicable to the learning of Chinese as a second language. Studies into ways of understanding the phonological and orthographical acquisition of characters are reported; ways of helping learners come to terms with reading Chinese, a textual language that does not always correspond word-for word with the spoken discourse, are explained; and the implications of the evidence for Chinese curriculum and syllabus design are pointedly addressed by the contributors. The authors believe that there are effective ways to become skilled in Chinese and that learning Chinese can be pleasurable and interesting. They provide empirical evidence for educators, parents, policymakers and readers interested in Chinese language education. They also illuminate the path to the mastery of Chinese in schools and how Chinese should be taught in today’s world.