97115 Developing Chinese Reading and Writing Skills 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 2024 is available in the Archives.

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

Requisite(s): 97114 Developing Chinese Reading and Writing Skills 1
Anti-requisite(s): 97103 Chinese Language and Culture 3 AND 97104 Chinese Language and Culture 4

Description

This subject builds on skills developed in Chinese Reading and Writing Skills 1 and further develops the written proficiency in Modern Standard Chinese for students who have a good command of spoken Chinese. The subject emphasises skills in reading and writing, and to a lesser extent in listening and speaking. Students extend their written vocabulary by approximately 700 Chinese words and develop their literacy. The subject also facilitates a deeper 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 simple texts in written modern standard Chinese.
b.	Produce simple texts in written modern standard 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 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 time commitment expected from students is 12 hours per week,

including class time.

Content (topics)

This subject aims to further develop students’ reading and writing skills of the Chinese

language. Students learn vocabulary and language functions relevant to day-to-day social

interaction, covering topics such as banking and shopping. Students also gain further

knowledge of grammatical structures of the Chinese language and are introduced to more

complex sentence patterns. Finally, students learn cultural dimensions of Chinese people

and societies and reflect on their own cultures relating to areas such as festivals, customs, and

transportation.

Assessment

Assessment task 1: Reading and Writing Tasks

Objective(s):	a, b and c
Weight:	30%
Length:	30 minutes each (Reading); 1.5 hours 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) 10 b INT.3.2 Lexical and grammatical accuracy, and ability to convey meaning (writing) 25 b INT.3.2 Relevance of text and variety of vocabulary and structures studied (writing) 20 b INT.3.1 Organisation and cohesion of text (writing) 15 b INT.3.2 Awareness of the relation between language and culture (writing) 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:	1.5 hours
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, b and c
Weight:	40%
Length:	2 hours
Criteria linkages:	Criteria Weight (%) SLOs CILOs Response to lexical and grammatical accuracy 20 b INT.3.2 Comprehension and response to written text 30 a INT.3.2 Lexical and grammatical accuracy (composition) 20 b INT.3.2 Relevance and adequacy of text, and demonstration of the full range of vocabulary and structures studied (composition) 20 b INT.3.1 Organisation and coherence of text (composition) 5 b INT.3.2 Awareness of the relation between language and society (composition) 5 c INT.1.1 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 2 textbook (2nd ed.). Beijing: Beijing Language and Culture University Press.

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

Students can 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

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.

Beijing Normal University. (2009). China highlights: Quick introduction to Chinese culture. Beijing: Cengage Learning.

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.

Wu, Y. M. (2008). My Chinese: Picture Dictionary. Beijing: The Commercial Press.
Zhang, Yu. (2011). Chinese Made Fun. Beijing: Foreign Language Press.
Zhu, X., & Bin, Yu. (2011).Jinbu. Sydney, Melbourne: Pearson.

Other resources

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.