With the rising status of China in the world in the economic, political and cultural aspects, Teaching Chinese as a Foreign Language （TCFL） is becoming more and more prevalent across the world. Britain is the countr...With the rising status of China in the world in the economic, political and cultural aspects, Teaching Chinese as a Foreign Language （TCFL） is becoming more and more prevalent across the world. Britain is the country where the Chinese is taught and learnt earlier than other Western countries. Take the students in Confucius Institute of Newcastle University in UK for example, due to the students＇ different backgrounds and also different ages and language foundations, whether the Chinese teaching materials can meet their motivations and needs is a problem worth further investigation by Chinese language teachers. Therefore, concerning the leamers＇ different ages and cognitive ability, this paper aims to analyze the textbook named Kuaile Hanyu （Happy Chinese） in terms of its advantages and disadvantages, in hope to evaluate whether it is appropriate to different learners and propose a few suggestions for the Chinese materials in the future. Simultaneously, fi＇om perspective of implicit learning and explicit learning, a tentative study is carried out on the influence of implicit and explicit leaming in TCFL context.展开更多
From 1970 onwards, Halliday worked on the functional aspect of grammar. He mentioned the language as a form of ＂doing＂ rather than a form of ＂knowing＂. He believes that language is what it is because it has to ser...From 1970 onwards, Halliday worked on the functional aspect of grammar. He mentioned the language as a form of ＂doing＂ rather than a form of ＂knowing＂. He believes that language is what it is because it has to serve certain function. In other words, social demands on language have helped to shape its structure. This theory distinguishes linguistic behavior potential from actual linguistic behavior. That means the speaker can do many things in certain language： making an invitation, expressing hope, inquiry, agreement, refuse and etc. Therefore EFL teaching is to develop the abilities to communicate with others, that is, listening, speaking, reading, writing and translating. This paper wants to discuss Halliday＇s theory about the functional approach and how to make good use of it to the language leaming and teaching.展开更多
文摘With the rising status of China in the world in the economic, political and cultural aspects, Teaching Chinese as a Foreign Language （TCFL） is becoming more and more prevalent across the world. Britain is the country where the Chinese is taught and learnt earlier than other Western countries. Take the students in Confucius Institute of Newcastle University in UK for example, due to the students＇ different backgrounds and also different ages and language foundations, whether the Chinese teaching materials can meet their motivations and needs is a problem worth further investigation by Chinese language teachers. Therefore, concerning the leamers＇ different ages and cognitive ability, this paper aims to analyze the textbook named Kuaile Hanyu （Happy Chinese） in terms of its advantages and disadvantages, in hope to evaluate whether it is appropriate to different learners and propose a few suggestions for the Chinese materials in the future. Simultaneously, fi＇om perspective of implicit learning and explicit learning, a tentative study is carried out on the influence of implicit and explicit leaming in TCFL context.
文摘From 1970 onwards, Halliday worked on the functional aspect of grammar. He mentioned the language as a form of ＂doing＂ rather than a form of ＂knowing＂. He believes that language is what it is because it has to serve certain function. In other words, social demands on language have helped to shape its structure. This theory distinguishes linguistic behavior potential from actual linguistic behavior. That means the speaker can do many things in certain language： making an invitation, expressing hope, inquiry, agreement, refuse and etc. Therefore EFL teaching is to develop the abilities to communicate with others, that is, listening, speaking, reading, writing and translating. This paper wants to discuss Halliday＇s theory about the functional approach and how to make good use of it to the language leaming and teaching.
