A Contrastive Guide To Teach English to Chinese Students.

Autor/in	Lay, Nancy Duke S.
Institution	City Univ. of New York, NY. City Coll.
Titel	A Contrastive Guide To Teach English to Chinese Students.
Quelle	(1991), (72 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Chinese; Classroom Techniques; Community Colleges; Comparative Analysis; Contrastive Linguistics; Interference (Language); Language Patterns; Limited English Speaking; Phonology; Punctuation; Second Language Instruction; Second Languages; Sentence Structure; Speech Skills; Syntax; Two Year Colleges + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; China; Chinesen; Klassenführung; Community college; Community College; Linguistics; Kontrastive Linguistik; Sprachmodell; Sprachstruktur; Fonologie; Interpunktion; Fremdsprachenunterricht; Second language; Zweitsprache; Satzbau; Satzstruktur; Mündliche Leistung; Sprachfertigkeit
Abstract	This guide is designed to help college-level teachers of English as a Second Language address the particular linguistic characteristics and instructional needs of native Chinese-speaking students. The first chapter profiles four Chinese students at the City College of New York, focusing on their basic literacy in Chinese, immigration issues, family background, and attitudes and expectations. The second chapter outlines salient characteristics of Chinese phonology and written characters, patterns in the reading of Chinese and English texts, basic Mandarin sentence patterns, and Chinese punctuation. Chapter 3 describes possible sources of syntactic interference between Chinese and English, including the verbs "do" and "be," relative pronouns and dependent conjunctions, prepositions, articles, word forms, negatives, and use of the word "there." The next chapter considers the relationships between thought and language in Chinese culture. The final chapter addresses briefly some specific difficulties with speaking skills and offers some thoughts on pedagogy. Appended materials include a checklist for correcting compositions, with examples from student writing, and a chart summarizing common English errors and their sources in Chinese. An annotated bibliography containing 15 references is also provided. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC