University of Technology Sydney

97102 Chinese Language and Culture 2

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

UTS: International Studies: International Studies and Languages
Credit points: 8 cp
Result type: Grade and marks

Requisite(s): 97101 Chinese Language and Culture 1
Anti-requisite(s): 97114 Developing Chinese Reading and Writing Skills 1

Description

This subject provides students who have little prior knowledge of the Chinese language with basic listening, speaking, reading and writing skills. Students extend their vocabulary by approximately 300 Chinese words. The subject also facilitates an understanding of and engagement with the sociocultural contexts in which the Chinese language is used. Students demonstrate intercultural understanding and engagement, by recognising, exploring, interpreting and moving between the languages and practices of two or more cultures. Students take an active part in collaborative learning activities to practice and consolidate their language skills.

Subject learning objectives (SLOs)

a. Comprehend and respond to basic texts in oral and written Chinese.
b. Produce basic texts in oral and written Chinese.
c. Demonstrate intercultural awareness across two or more cultural contexts.

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences (INT = International Studies CILOs):

  • Understand and employ effective strategies to operate within professional and everyday settings across diverse cultures in Australia and/or internationally. (INT.1.1)
  • Communicate effectively and appropriately in an additional language for everyday and professional purposes. (INT.3.2)

Teaching and learning strategies

This subject uses a communicative approach in class to maximise students' potential for effective communication in the target language. A series of activities such as interactive activities working in pairs, small and large groups and/or presentations, are promoted in class to enhance students' engagement through content-based learning. Preparation for class activities requires students to complete exercises and reading/listening/viewing activities prior to class to make effective use of resources and subject material (including resources online), community and peer resources available to them to support their learning.

Students are encouraged to customise their learning experience as per the Global Chinese approach to promote their engagement with Chinese peoples and societies. This entails keeping in mind their goals for the use of Chinese (for instance studying abroad or travel in a particular country or region) and tailoring their practice and learning to maximize exposure to local variants of the language, relevant cultural norms and authentic materials from the area.

As part of an immersive approach to language education, students are encouraged to use the target language within the classroom environment and to build confidence to use the target language outside the classroom. The approximate time commitment expected from students is 12 hours per week, including class time.

Assessment

Assessment task 1: Writing and Response Tasks

Objective(s):

a, b and c

Weight: 40%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Task A: Comprehension of spoken Chinese 15 a INT.3.2
Comprehension of written Chinese 15 a INT.3.2
Lexical and grammatical accuracy 20 b INT.3.2
Task B: Lexical and grammatical accuracy 20 b INT.3.2
Variety, originality and demonstration of the full range of vocabulary and structures studied 10 b INT.3.2
Organisation and coherence of ideas 10 b INT.3.2
Appropriate use of cultural conventions relevant to the task 10 c INT.1.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Oral Production

Objective(s):

a and b

Weight: 30%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Ability to understand spoken Chinese and respond to questions 20 a, b INT.3.2
Lexical and grammatical accuracy 30 b INT.3.2
Intelligibility of pronunciation (voice, articulation, tones) 30 b INT.3.2
Degree of fluency (speed of utterance) 20 b INT.3.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Test

Objective(s):

a and b

Weight: 30%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Comprehension of spoken Chinese 35 a INT.3.2
Response to lexical and grammatical accuracy 10 a INT.3.2
Comprehension and response to Chinese text 25 b INT.3.2
Relevance, coherence, accuracy of written text 30 b INT.3.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Attendance at tutorials is essential in this subject. Classes are based on a collaborative approach that involves essential work-shopping and interchange of ideas with other students and the tutor. A roll will be taken at each class. If you are late to class and not present when the roll is taken, it is your responsibility to tell your tutor at the end of that class so that your attendance can be recorded. Please note that if you are more than 30 minutes late, you will be noted as absent. Students who miss more than 85% of their classes will be refused their final assessment, i.e. Assessment Task 3: Test (see Rule 3.8). In order to pass this subject, students must earn an overall total of 50 marks or more.

Required texts

Liu, Xun et al. (2010).New practical Chinese reader Textbook 1 (2nd). Beijing: Beijing Language University Press.

Liu, Xun et al. (2010).New practical Chinese reader Workbook 1 (2nd). Beijing: Beijing Language University Press.

Students may purchase the textbook and workbook online or from China Books, Shop F7, Level 1, Citymark Building 683-689 George St.

A range of materials will also be distributed to students throughout the session.

Students should also be aware of the Policies and Procedures for Assessment of Coursework Subjects:

http://www.gsu.uts.edu.au/policies/assessment-coursework-policy.html,

http://www.gsu.uts.edu.au/policies/assessment-coursework-procedures.html

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References

Language:

  • Chang, L. W. (2021). Learn Mandarin Chinese workbook for beginners: 2 books in 1: A step-by step textbook to practice the Chinese characters quicjly and easily while having fun. Independently published.
  • Chou, C., Wang, J., & Lei, J. (2014). First step: An elementary reader for modern Chinese. Princeton, New Jersey: Princeton University Press.
  • Chen, L et al. (2015). Setp up with Chinese Textbook 1(Australian Edition). Singapore: Cengage Learning Asia Pte Ltd.
  • Goonan, J. (2011). Jinbu Activity book. Sydney, Melbourne: Pearson.
  • Daily Language Learning. (2019). Learn Chinese: A comprehensive guide to learning Chinese for beginners, including grammar, short stories and popular phrases.
  • Han, J. (2014). Chinese Culture: Characters, Beijing: China Intercontinental Press.
  • Ho, Y. (2019). Beginner's Chinese (Mandarin) with online audio. NY: Hippocrene Books.
  • Huang. Z.C. (2008). Nihao Beijing. Beijing: Beijing Language University.
  • Kang, Y.,& Lai, S. (2015). Conversational Chinese 301 (volume 1). Beijing: Peking University Press.
  • Kubler, C. C. (2020). Elementary Mandarin Chinese Textbook: The complete language course for beginning learners . US: Tuttle Publishing.
  • Li, Z. (2009). Life in contemporary China: A practical reader. Beijing: Sinolingua.
  • Pang, Z., & Herd, R. (2021). Complete Mandarin Chinese (learn Mandarin Chinese with teach yourself): Learn to read, write, speak and understand Mandarin Chinese. London: John Murray Press.
  • Ren, Y., & Liang, X. (2019). Mandarin Chinese for beginners: Learning conversational Chinese. Boston: Tuttle Publishing.
  • Shi, D., & Luo, W (Eds.). (2014). The Wisdom of Chinese characters. Beijing: Beijing Language and Culture University Press.
  • Xu, Z. (2009). The Way We Communicate. Beijing: Sinolingua.
  • Zhang, Yu. (2011). Chinese Made Fun. Beijing: Foreign Language Press.
  • Zhu, X., & Bin, Yu. (2011).Jinbu. Sydney, Melbourne: Pearson.

Grammar and Usage:

  • Xing, J. Z. (2006).Teaching and learning Chinese as a foreign language: A pedagogical grammar. Hong Kong: Hong Kong University Press.
  • Wu, J., & Lu, B. (2011). Chinese grammar: Step by step. Singapore: Cengage Learning.

Culture and Society:

  • Fang, H. (2011). Chinese lifestyle: Chinese folk customs. Beijing: China Intercontinental Press.
  • Jing, X. (2011). Culture classic stories of China. Beijing: China Intercontinental Press.
  • Kam, L. (2008). The Cambridge companion to modern culture. Cambridge, UK: Cambridge University Press.
  • Liu, J. (2014). Chinese culture: Foods. Beijing: China Intercontinental Press.
  • Wang, L. (2005). Tea and Chinese culture. San Francisco: Lang River Press.
  • Wang, X. (2014). Chinese culture: Festivals. Beijing: China Intercontinental Press.