The purpose of this study was to investigate whether exposing middle school students to content above their ability level produced significant differences in students’confidence in their Chinese as a foreign language...The purpose of this study was to investigate whether exposing middle school students to content above their ability level produced significant differences in students’confidence in their Chinese as a foreign language competence in each of the following four areas:reading,listening,speaking,and learning vocabulary.Participants(N=30)were sixth and seventh graders.Results of paired t-test analyses indicated that there was no significant difference in student confidence in Chinese reading competence,t(30)=0.78,p=0.22;in Chinese speaking competence,t(30)=-0.50,p=0.31;or to learn Chinese vocabulary,t(30)=-0.80,p=0.21.However,there was a significant difference in student confidence in ability to learn Chinese listening,t(30)=-1.78,p<0.05.It is suggested that exposing students to content well above their ability level can increase their confidence in ability to learn Chinese listening.展开更多
This paper discusses the implicit function of refusal expressions that has been used by Chinese native speakers when responding to people’s offerings.By analyzing three conversations regarding how Chinese people have...This paper discusses the implicit function of refusal expressions that has been used by Chinese native speakers when responding to people’s offerings.By analyzing three conversations regarding how Chinese people have accepted people’s offerings during different time periods(1960’s,1980’s,and 2000’s),the author argues that the verbal refusal in reacting to people’s offerings(especially gifts)does not literally mean“No,I don’t want it.”Instead,it is a way to show humility,politeness,and respect to the gift giver,and it functions as an implicit form of acceptance.By referring to three excerpts chosen from The Book of Rites(Liji禮記),the author demonstrates the Chinese cultural values and cultural themes,focusing on what Chinese people say and do to show respect and politeness when dealing with gifts or other friendliness related offerings.The paper finds two pedagogical implications:1)it is the instructor’s responsibility to highlight the verbal and non-verbal behaviors that both native speakers and language learners do not ordinarily notice in language class,and 2)the repetitive contextualized performances in different levels of learning are necessary and play crucial roles in teaching and learning.展开更多
文摘The purpose of this study was to investigate whether exposing middle school students to content above their ability level produced significant differences in students’confidence in their Chinese as a foreign language competence in each of the following four areas:reading,listening,speaking,and learning vocabulary.Participants(N=30)were sixth and seventh graders.Results of paired t-test analyses indicated that there was no significant difference in student confidence in Chinese reading competence,t(30)=0.78,p=0.22;in Chinese speaking competence,t(30)=-0.50,p=0.31;or to learn Chinese vocabulary,t(30)=-0.80,p=0.21.However,there was a significant difference in student confidence in ability to learn Chinese listening,t(30)=-1.78,p<0.05.It is suggested that exposing students to content well above their ability level can increase their confidence in ability to learn Chinese listening.
文摘This paper discusses the implicit function of refusal expressions that has been used by Chinese native speakers when responding to people’s offerings.By analyzing three conversations regarding how Chinese people have accepted people’s offerings during different time periods(1960’s,1980’s,and 2000’s),the author argues that the verbal refusal in reacting to people’s offerings(especially gifts)does not literally mean“No,I don’t want it.”Instead,it is a way to show humility,politeness,and respect to the gift giver,and it functions as an implicit form of acceptance.By referring to three excerpts chosen from The Book of Rites(Liji禮記),the author demonstrates the Chinese cultural values and cultural themes,focusing on what Chinese people say and do to show respect and politeness when dealing with gifts or other friendliness related offerings.The paper finds two pedagogical implications:1)it is the instructor’s responsibility to highlight the verbal and non-verbal behaviors that both native speakers and language learners do not ordinarily notice in language class,and 2)the repetitive contextualized performances in different levels of learning are necessary and play crucial roles in teaching and learning.
