![]() ![]() First, non-native learners in this article are understood as Western learners. For the sake of brevity, some limitations and generalizations are inevitable. This article foregrounds linguistic issues involved in the teaching and learning of Chinese by non-native learners. The systematic study of foreign language acquisition involves a multidisciplinary approach of which linguistics is but one component, along with psychology, neuroscience, social science, cultural studies, computer science, and other fields. ![]() Finally, the most important elements will be summarized and pointed out in order to give a conclusion to the entire article. What is more, each aspect will be summarized and certain examples from class observation and other sources will be provided, in order to illustrate the entire scope of a particular learning problem. Various aspects of learning Chinese characters will be analyzed, with special emphasis on the constraints the students need to deal with in the process of learning the characters. The aim of this article is to provide the analysis of the Chinese language acquisition of characters by beginner students of various ages divided into two language groups: youth and adults. It might be compared to Polish orthography, something necessary in order to write proper Polish words, phrases, sentences. What is more, the stroke order and the precision in writing every stroke in the manner it has been written over those thousands of years, is still considered to be crucial for the Chinese native speakers. Although, it has undergone numerous changes, and we can look at characters from a totally new perspective, as if it was a totally new language than the o ne used before, it has its roots in the ancient Chinese character writing style. Chinese, as a nation, is one of the mos t traditional nations on Earth, using the script which has been used for over five thousands of years. ![]() It is crucial to have a desire to learn a language, especially when it is as diff icult as Chinese. The motivation factors are always different, thus the language acquisition is also going to be somewhat different. Constraints Occurring in the First Stages of Learning Chin ese by Polish Beginner Students Learning a language is always demanding, especially when you decide upon learning it in a certain age, or when the decision of learning it is encouraged or decided by someone els e. My conclusions were based on experience I have obtained during a few years of teaching including working at the Silesian University at the Institute of English among 1st and 2nd year students of Chinese program.Ĭhinese Language Acquisition. #HANYU TINGLI JIAOCHENG 3 PDF HOW TO#Later, the ways of coping with difficulties in learning and teaching Chinese will be described followed by a set of tips on how to teach Polish students oriental languages such as Chinese. In the second part, the methodology of teaching Chinese will be explained concerning introducing linguistic and culture-oriented items. As a main research source the textbook ‘Contemporary Chinese’ will be used. Next, the specificity of the Chinese language and difficulties in learning it will be explained. At first a comparative outline of Polish and Chinese will be made. I would also like to answer a question: how the knowledge and cultural awareness of the L2 influences the understanding of another language by foreign learners. The aim of this contribution is to provide important pieces of information concerning Chinese language acquisition and learning process. However, the teachers should not forget about introducing culture-oriented elements during the classes, especially as far as oriental languages are concerned. ) *++érk.+4+ F.Teaching languages requires specific linguistic and methodological knowledge and experience. Sometimes the object of comparison does not appearīut there is such an object in the mind of the speaker, e. ![]() BEIJINC LAhIGUAGE AND CULTL¡TE.L É' ttfrxü#-" F¡J!fr "ñ8" is an adverb here, which indicates that a choice is made after compari, ![]()
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