97114 Developing Chinese Reading and Writing Skills 1

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

Anti-requisite(s): 97101 Chinese Language and Culture 1 AND 97102 Chinese Language and Culture 2

Description

This subject is designed for students who have a good command of spoken Chinese, but have little to no proficiency in written Modern Standard Chinese. The subject emphasises skills in reading and writing, and to a lesser extent, in listening and speaking. Students learn Chinese radicals, which are an important element of the Chinese writing system, and develop a working knowledge of approximately 500 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 practise and consolidate their language skills.

Subject learning objectives (SLOs)

a).	Comprehend and respond to basic texts in written modern standard Chinese.
b).	Produce basic texts in written modern standard Chinese.
c).	Demonstrate cultural awareness of Chinese-speaking peoples and societies.

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

A communicative approach is used in class to maximise students' potential for effective communication in the target language. A series of activities are used in this process. These include interactive activities where students work in pairs, small and large groups and/or presentations, and which 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. Prior engagement with subject resources and materials facilitates student learning and a sense of community in the classroom.

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. This immersive approach will build students’ confidence when using the language outside the classroom. The approximate time commitment expected from students is 12 hours per week, including class time.

Content (topics)

This subject aims to develop students’ reading and writing skills of the Chinese language. Students study a range of topics such as greetings and daily routines.They also develop an awareness and understanding of the diverse social norms and behaviours of diverse Chinese people. Students also learn basic grammatical structures of the Chinese language covering a variety of sentence patterns and question types, which allow them to communicate with native speakers of Chinese more effectively. Finally, students learn the most commonly used Chinese radicals which help them to understand the formation of Chinese characters, and enables them to remember and write Chinese characters more easily and accurately.

Assessment

Assessment task 1: Ongoing Learning

Objective(s):

a), b) and c)

Weight:

30%

Length:

30 minutes each (Reading); 1 hour each (Writing)

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Comprehension of written Chinese (reading)	20	a)	INT.3.2
Intelligibility of character writing and accuracy of lexis and grammar (writing a)	10	b)	INT.3.2
Lexical and grammatical accuracy, and ability to convey meaning (writing b)	25	b)	INT.3.2
Relevance of text and variety of vocabulary and structures studied (writing b)	20	b)	INT.3.2
Organisation and coherence of text (writing b)	15	b)	INT.3.2
Awareness of the relation between language and society (writing b)	10	c)	INT.1.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: In-class Composition

Objective(s):

b) and c)

Weight:

30%

Length:

1 hour

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Lexical and grammatical accuracy, and ability to convey meaning	40	b)	INT.3.2
Relevance and adequacy of text, and demonstration of the full range of vocabulary and structures studied	25	b)	INT.3.1
Organisation and coherence of text	25	b)	INT.3.2
Awareness of the relation between language and society	10	c)	INT.1.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Final Test

Objective(s):

a) and b)

Weight:

40%

Length:

2 hours

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Response to lexical and grammatical accuracy	20	b)	INT.3.2
Comphrehension and response to Chinese text	30	a)	INT.3.2
Relevance, coherence, accuracy of written text	50	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. (Ed.) (2010). New practical Chinese reader 1 textbook (2nd ed.). Beijing: Beijing Language and Culture University Press.

Liu, X. (Ed.) (2010). New practical Chinese reader 1 workbook (2nd ed.). Beijing: Beijing Language and Culture 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 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:

Beijing Normal University. (2009). China highlights: Quick introduction to Chinese culture. Beijing: Cengage Learning.
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., Link, P., & Wang, X. (2011). Oh, China!: an elementary reader of modern Chinese for advanced beginners. Princeton, NJ: Princeton University Press.
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.
Chen, L et al. (2015). Setp up with Chinese Textbook 2(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.
Ding, Y. S. (2002). Kan Tu Shuo Hua. Beijing: Beijing Language and Culture University Press.
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.
Swihart, C.W. (2005). Success with Chinese: A communicative approach for beginners. Boston: Cheng & Tsui Company, Inc.
Wang, X.Y., Chi, L.C., & Feng, L.P. (2005). Chinese Odyssey. Boston: Cheng & Tsui Company, Inc.
Wu, Y. M. (2008). My Chinese: Picture Dictionary. Beijing: The Commercial 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.
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,
Fang, H. (2011). Chinese lifestyle: Chinese folk customs. Beijing: China Intercontinental Press.
Han, J. (2014). Chinese culture: Characters. 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.
Lagerwey, J. (2004). Religion and Chinese society. Hong Kong: University of Hong Kong.
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.
Zhang, Y. (2008). A kaleidoscope of Chinese culture. Beijing: Sinolingua.