97105 Chinese Language and Culture 5

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 2024 is available in the Archives.

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

Requisite(s): 97104 Chinese Language and Culture 4

Description

This subject is designed to provide students with an intermediate level of reading, listening, speaking and writing skills of the Chinese language. 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 intermediate level texts in oral and written Chinese.
b.	Produce intermediate level 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)
Understand and engage with cultural diversities in Australia and/or internationally. (INT.3.1)
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
Comprehension of spoken Chinese (Task A)	15	a	INT.3.2
Comprehension of written Chinese (Task A)	15	a	INT.3.2
Lexical and grammatical accuracy (Task A)	20	b	INT.3.2
Lexical and grammatical accuracy (Task B)	20	b	INT.3.2
Variety, originality and demonstration of the full range of vocabulary and structures studied (Task B)	10	b	INT.3.2
Organisation and coherence of ideas (Task B)	10	b	INT.3.2
Appropriate use of cultural conventions relevant to the task (Task B)	10	c	INT.1.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Oral Production

Objective(s):

a, b and c

Weight:

30%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Content (relevant answers, variety of vocabulary and structures)	20	a, b	INT.3.2
Lexical and grammatical accuracy	30	b	INT.3.2
Intelligibility of pronounciation (voice, articulation, tones)	20	b	INT.3.2
Degree of fluency (speed of utterance)	20	b	INT.3.2
Awareness of cultural diversity and conventions	10	c	INT.3.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Final 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: Final 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, X. (2010). New Practical Chinese Reader Textbook 3 (2nd ed). Beijing: Beijing Language University Press.

Liu, X. (2010). New Practical Chinese Reader Workbook 3 (2nd ed). Beijing: Beijing Language University Press.

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

A range of materials will also be distributed to students through out the course.

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

References

Language:

Han, J. (2014). Chinese Culture: Characters. Beijing: China Intercontinental Press.
Kubler, C. C. (2020). Continuing Mandarin Chinese textbook: The complete langauge course for intermediate learners. US: Tuttle Publishing.
Jin, H. G. et al. (2003).Crossing paths: Living and learning in China– an intermediate Chinese course. Boston: Cheng & Tsui Company.
Li, X. Q., Fang. J., & Liu, I. (2002). A new text for a modern China. Peking University Press.
Liu, Y. H.,Liu, X.M., & Li, J. Y. (2006). Reality Chinese: A multi-skill Chinese course for intermediate and advanced Students. Beijing: World Book Publish.
Liu, J. Zou, X., & Chou, C. (2019). Eyes on China: An intermediate-advanced reader of modern Chinese. New Jersey: Princeton University Press.
Li, Z. (2009). Life in contemporary China: A practical reader. Beijing: Sinolingua.
Ma, Y., & Li, X. (2016). Chinese made easy (Textbook 5). Hong Kong: Joint Publishing (H.K) C., Ltd.
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.
Yu, N. (2000). Spotlight on China: An intermediate Chinese course. Beijing: Beijing language and Culture University Press.
Wu, X., & Cheng, Z. (Eds.). (2008).Talking about Chinese culture. Beijing: Beijing Language and Culture University Press.
Zhang, Y. (2011). Chinese made fun. Beijing: Foreign Language Press.

Grammar and usage:

Wu, J., & Lu, B. (2011). Chinese grammar: Step by step. Singapore: Cengage Learning.
Xing, J. Z. (2006).Teaching and learning Chinese as a foreign language: A pedagogical grammar. Hong Kong: Hong Kong University Press.
Zhu, Y., & Huang, C. (2023). A student grammar of Chinese. UK: Cambridge University Press.

Culture and Society:

Balcikonyte-Huang, I., & Flower, K. (2021). Culture smart China: The essential guide to customs and culture. UK: Kuperard Publishers.
Jing, X. (2011). Culture: Classic stories of China. Beijing: China Intercontinental Press.
Fang, H. (2011). Chinese lifestyle: Chinese folk customs. Beijing: China Intercontinental Press.
Liu, J. (2014). Chinese culture: Foods. Beijing: China Intercontinental Press.
Wang, X. (2014). Chinese culture: Festivals. Beijing: China Intercontinental press.

Other resources

Chinese newspapers:

Renmin Ribao Haiwai Ban (People's Daily Overseas Edition)

Zhongguo Jiaoyu Bao (China Education Daily)

SBS Chinese TV / Radio programs: Students are encouraged to watch/listen to news in modern standard Chinese
(Putonghua) or watch Chinese movies. Please consult your teacher for advice.

Assessment: The National HSK Committee Office. Zhongguo Hanyu Shuiping Kaoshi Dagang (The Chinese
Proficiency Test Guide). Beijing: Beijing Language Institute Press.