Make a name for yourself: exploring the interculturality of naming and addressing practices among transnational teachers of Chinese as a foreign language

Gordon, Rebekah; Barros, Sandro R.; Li, Jiahang

doi:10.1080/14708477.2020.1817058

Cited by 3 publications

(2 citation statements)

References 22 publications

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“…Ultimately, the art of enhancing language acquisition ex-periences lies in the deliberate customization of teaching strategies. This personalized approach not only accommodates different learning styles but also aligns instruction with learners' objectives, culminating in a more effective and gratifying language learn-ing journey [8].…”

Section: Tailoring Strategies To Learner Profilesmentioning

confidence: 99%

Exploring Teaching Methods and Strategies in Teaching Chinese as a Second Language

2024

Advances in Social Science, Education and Humanities Research

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Teaching Chinese as a second language presents a diverse set of challenges due to its unique linguistic features and cultural nuances. In response to these challenges, educators have employed various teaching methods and strategies to facilitate effective language acquisition. This paper delves into the realm of teaching methods, specifically focusing on immersion, task-based, and gamified approaches. By comparing their advantages and disadvantages, this study aims to analyze the efficacy of these methods in teaching Chinese to different types of learners. The analysis underscores the importance of tailoring teaching strategies to individual learner profiles to enhance language acquisition outcomes.

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Section: Tailoring Strategies To Learner Profilesmentioning

confidence: 99%

Exploring Teaching Methods and Strategies in Teaching Chinese as a Second Language

2024

Advances in Social Science, Education and Humanities Research

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“…Song encapsulates culture-specific naming conventions in China. Albeit being embedded in a collectivistic society (Sun et al 2004, Brand 2007, Du et al 2015, Chinese given names are highly individualised with implied nuanced information (Henry 2012, Gordon et al 2020. Significantly, Chinese given names serve as gender indicators, generation markers, projections of personal identity as well as signifiers of societal transformation Micklin 1996, Henry 2012).…”

Section: Culture-loaded Words In the Source Textmentioning

confidence: 99%

Eileen Chang’s Creation and Self-Translation of The Rice-Sprout Song

Wang¹

2021

jts

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Eileen Chang, aka 张爱玲 Zhang Ailing, is one of the most illustrious writers of modern Chinese literature. During her sojourn in Hong Kong in the 1950s, she composed the debut English novel entitled The Rice-Sprout Song, which has been self-translated into a Chinese version, viz. 秧歌 Yangge. The English version of The Rice-Sprout Song abounds with culture-loaded words, which embody ecological, material, social, religious and linguistic culture under the framework of equivalence (Nida 1945). As a consequence, the original narrative is analogous to a translation work, and Chang's rendering of culturally-enriched expressions is characterised by the strategy of foreignization. In terms of the Chinese version, by virtue of its salient cultural and linguistic adaptations, it should be regarded as covert translation in the sense of House (1977). The translation of The Rice-Sprout Song is featured by addition of culture-loaded words in Chinese as well as omission of politically-sensitive plots and depictions censuring the Chinese Communist Party. Moreover, in the Chinese version, Chang has employed expressions derived from Shanghai dialect.

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Learning and teaching Chinese as a foreign language: A scoping review

Chan

Woore

Molway

et al. 2022

Review of Education

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Despite the growth of research in learning and teaching Chinese as a Foreign Language (CFL), no scoping review of research published in international, anglophone journals has been published so far. A total of 289 journal articles published in 95 journals were identified and used to provide a bibliometric mapping of research in CFL over three decades. Data from the sampled articles reveals a great diversity of focus in CFL research that has been conducted in more than 24 countries. The included articles also reflect an upsurge in research intensity across several key areas of focus, some of which are related to the distinctive linguistic features of the Chinese language. We also report on the research methods employed by the studies in our sample and the characteristics of their participants. Our mapping of the field identifies gaps in the existing literature which may subsequently inform any focused or comprehensive reviews. We conclude by setting out some implications for future CFL research, both in terms of substantive areas of focus and methodological approaches.

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Make a name for yourself: exploring the interculturality of naming and addressing practices among transnational teachers of Chinese as a foreign language

Cited by 3 publications

References 22 publications

Exploring Teaching Methods and Strategies in Teaching Chinese as a Second Language

Exploring Teaching Methods and Strategies in Teaching Chinese as a Second Language

Eileen Chang’s Creation and Self-Translation of The Rice-Sprout Song

Learning and teaching Chinese as a foreign language: A scoping review

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