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The effect of the first year of schooling on bilingual language development : a study of second and third generation Serbian-Australian 5-year-old bilingual children from a processability perspective
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Investigating the fundamental difference between L1 and L2 acquisition based on syntax : a fresh look at the development of German L1 and L2
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The impact of visual pedagogy on students' learning of Hanyu : a case study of a Western Sydney public school
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Exploring the funds of knowledge in the Chinese community in Australia for Mandarin teaching and learning in schools
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Knowledge in practice : a grounded theory approach to constructing beginning Mandarin teachers' use of the communicative language teaching approach
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Abstract:
The Communicative Language Teaching (CLT) approach, promoted by language education programmes, has become the prevailing language teaching methodology across the world. However, the process about the beginning language teacher’s application of CLT is not yet explored in past research. This research aimed to study the use of CLT through the beginning Mandarin teacher’s perspectives. A grounded theory approach is employed as the research methodology. Data was collected from interviews of eight beginning Mandarin teachers and my reflective journals. The teacher interviewed in the study have been teaching Mandarin in primary schools (stage one to three) and junior high schools (stage four) for one or two years. Major findings suggest a three-dimension explication for the practice of CLT in Mandarin class. The epistemic dimension indicates the beginning Mandarin teacher’s understanding of CLT; the perceptual dimension reveals the teacher’s concerns of CLT as against their preferences, teaching objectives, and surroundings; and the situational dimension explicates the teacher’s adaption of CLT in their particular teaching situations. The integral, emergent process of the three dimensions demonstrates a procedure in the transmission of the CLT theory into practice, and implies the practice of teacher education programmes, language curriculum, and Mandarin teaching to consider issues in the teacher’s knowledge-practice process.
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Keyword:
Chinese language; communicative competence; communicative language teaching (CLT); M.Ed. (Hons.); Mandarin dialects; New South Wales; second language acquisition; study and teaching
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URL: http://handle.uws.edu.au:8081/1959.7/500480
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| 8 |
The implementation of culture tasks in teaching Chinese to Australian high school beginners
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The acquisition of English as a second language by a Japanese primary school child : a longitudinal study from a processability viewpoint
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Psycholinguistic dimensions of translation competence into English as a second language : developing a diagnostic tool
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| 11 |
The acquisition of English passive constructions by Mandarin speakers : a developmental perspective
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A bilingual second language teacher teaching bilingually : a self-study
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An investigation into appreciative approaches to pedagogy : the perspective of a volunteer teacher researcher in language classrooms in NSW public schools
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Teacher engagement in second language (L2) classrooms : teacher-as-researcher
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| 15 |
Journey to the West : reading communicative language teaching in Australia
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The effect of spectral tilt on infants' speech perception : implications for infants with hearing loss
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The role of L2 vocabulary expansion in the perception and production of Australian English vowels by adult native speakers of Japanese
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| 19 |
Tones and vowels in Cantonese infant directed speech : hyperarticulation during the first 12 months of infancy
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| 20 |
Lessico verbale e questioni di processabilità in italiano L2
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