Log in

Relevant bibliographies by topics / Chinese foreign language institutes

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers

Academic literature on the topic 'Chinese foreign language institutes'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Chinese foreign language institutes.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Chinese foreign language institutes"

1

Poudel, Prem Prasad, and Madan Prasad Baral. "Examining foreign language teaching and learning in Nepal: An ecological perspective." Journal of World Languages 7, no. 1 (April 1, 2021): 104–23. http://dx.doi.org/10.1515/jwl-2021-0006.

Full text

Abstract:

Abstract In recent years, in Nepal, while some languages of the nation are on the verge of extinction, some foreign languages (such as Japanese, Korean, Chinese) are emerging as new attractions among the youths and adults and are widely taught in the marketplaces through the private sector initiative. Against this backdrop, in this article, we have examined the current foreign language teaching and learning situation drawing on qualitative empirical data obtained from the institutes involved in foreign language instruction in a city in Gandaki Province of Nepal. The data were collected from a survey in forty institutes, ten individual interviews and five focus group discussions. Drawing on the data, an ecological model was adopted, which focused on dynamic interaction, co-existence, and competition among languages, and findings were discussed in line with these aspects of ecological understanding. Findings revealed that learning foreign languages has been established as a conduit towards economic gains and opportunities for employment and education, which has largely been contributory towards reshaping the ecological relationship among the foreign languages in Nepal.

APA, Harvard, Vancouver, ISO, and other styles

2

Aisha Ilyas, Arslan Tahir, and Muhammad Ismail Tagga. "English and Chinese as a foreign language at institutional level in Pakistan: Teaching methods and Strategies." International Journal of Linguistics and Culture 2, no. 1 (June 30, 2021): 19–35. http://dx.doi.org/10.52700/ijlc.v2i1.27.

Full text

Abstract:

The study focuses on discovering what approach Pakistani teachers are taking with regard to Chinese and English language teaching and can it promote language learning in the manner they teach? The current study explores numerous styles of teaching approaches and teaching techniques that Chinese and English teachers find to be successful in teaching a language class. This thesis primarily pursued quantitative analysis methodology. The survey approach was primarily used to gather data as defined and quantified by SPSS 23 statistical tools. In data analysis, the researcher uses descriptive statistics to examine and interpret results, obtained by questionnaires. This study's sample contained both Chinese and English students at the institutional level. In specific, for data gathering, a total of 80 respondents were approached from the Faisalabad district. The targeted respondents answered a questionnaire structured in the framework of the Likert scale. The results suggest that English students were considered to be active learners, whereas Chinese students deemed passive learners. This study demonstrates that institutes and organizations of Chinese and English languages need various modifications or changes, on applicable linguistic views regarding language instruction in Pakistan. Keywords: FLT, teaching methods, teaching strategies, Chinese language, English language.

APA, Harvard, Vancouver, ISO, and other styles

3

Zhao, Hongqin, and Jianbin Huang. "China’s policy of Chinese as a foreign language and the use of overseas Confucius Institutes." Educational Research for Policy and Practice 9, no. 2 (January 21, 2010): 127–42. http://dx.doi.org/10.1007/s10671-009-9078-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Aleksachin, A. N. "Schools of Chinese, Vietnamese, Burmese, Laotian, Thai and Khmer languages." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 264–66. http://dx.doi.org/10.24833/2071-8160-2014-5-38-264-266.

Full text

Abstract:

School of teaching Chinese, Vietnamese, Burmese, Laotian, Thai and Khmer languages functions under the same title as the department, which was established in 1954 at the Department of Chinese Language of the Moscow Institute of Oriental Studies. MGIMO graduates with the knowledge of the Chinese language are successfully working in the structural units of the Russian foreign Ministry and all over the world, in various government agencies and major companies. Currently, the number of students studying Chinese language is 128 people as a first language.

APA, Harvard, Vancouver, ISO, and other styles

5

Eze, Victor C., and Stellamaris Oluchi Ejiofor. "Problems of Reading Comprehension In Learning Chinese As A Second Language Among Undergraduates of Chinese Studies in Nnamdi Azikiwe University, Awka, Nigeria." Exchanges: The Interdisciplinary Research Journal 7, no. 1 (October 30, 2019): 15–26. http://dx.doi.org/10.31273/eirj.v7i1.451.

Full text

Abstract:

Several Chinese language teaching and learning centres are being established in Nigeria and around the world. There are Chinese government-funded institutions such as the Confucius Institutes in addition to Chinese language courses being taught through universities, colleges, private institutions as well as individual tutoring services. Learning a second language involves physical, intellectual and emotional commitment in order to successfully understand and interpret linguistic messages. However, certain problems could hinder understanding while learning a second language like Mandarin (Chinese Language). This study investigated the problems of reading comprehension in learning Chinese as a second language in Nigeria among students of Chinese Studies Department in Nnamdi Azikiwe University, Awka. Schemata theory of reading comprehension was employed as the theoretical framework of this research. The study surveyed fifty (50) Chinese Studies students by administering copies of questionnaire on them. Findings of this study revealed that the major problems students face in the study of Chinese language as foreign language are lack of adequate knowledge of Chinese vocabularies, reading stress and anxiety, wrong reading habits and lack of adequate infrastructures for reading. This study suggests that the government, the university authorities and language schools should provide adequate reading facilities to aid proper reading comprehension. Also, the language students should be counselled in order to diagnose their reading problems for appropriate solution.

APA, Harvard, Vancouver, ISO, and other styles

6

Xie, Zhou, and Fan Van. "LANGUAGE POLICY OF THE REPUBLIC OF KAZAKHSTAN IN THE CONTEXT OF SOCIOCULTURAL PROCESSES." Verhnevolzhski Philological Bulletin 22, no. 3 (2020): 220–31. http://dx.doi.org/10.20323/2499-9679-2020-3-22-219-230.

Full text

Abstract:

The article examines the language policy of Kazakhstan from the point of view of historical development and in the context of the socio-cultural process of conjugation of the Chinese initiative «One Belt, One Road» and the program of Kazakhstan «Bright Path», the analysis of the modern language situation in Kazakhstan is made and on the basis of this analysis forecasts are made and determined prospects for the language policy of the Republic of Kazakhstan, as well as proposals for the development of language and culture in China. The authors substantiate the importance of the study of the language policy of Kazakhstan for the PRC, since China is a multinational country, and the study of the language policy of Kazakhstan will allow considering the methods adopted by another multiethnic country to solve the problems of the national language and the formation of language policy, and learn from the practice of Kazakhstan, which will allow the PRC to develop and implement a more effective policy in relation to national and foreign languages, as well as form proposals for the development of cultural exchanges between China and Kazakhstan. The article provides an overview of the current state of research on the language policy of Kazakhstan by Western European and Chinese scientists. The article analyzes documents on the language policy of Kazakhstan, examines such noticeable phenomena in the implementation of language policy as Kazakhization, Latinization of the Kazakh writing and trilingual policy, characterizes the development of the Chinese language in Kazakhstan. The authors of the article analyze in detail the most important trends in the socio-cultural life of Kazakhstan in terms of the implementation of a trilingual policy, consider the reasons for the popularity of the Chinese language in Kazakhstan and consider the activities of Confucius Institutes as the most important centers in the spread of the Chinese language and Chinese culture in the territory of the Republic of Kazakhstan.

APA, Harvard, Vancouver, ISO, and other styles

7

Ren, Wei, and Jianda Liu. "Second language research." Language Teaching 49, no. 2 (March 18, 2016): 295–98. http://dx.doi.org/10.1017/s0261444815000506.

Full text

Abstract:

The Center for Linguistics and Applied Linguistics (CLAL) at Guangdong University of Foreign Studies is recognized as a ‘National Key Research Institute for the Humanities and Social Sciences’ by the Ministry of Education of the People's Republic of China. It is the only center recognized by the Chinese Ministry of Education to have a national key research institute devoted to linguistics and applied linguistics. CLAL has cultivated a core team of scholars whose work in linguistics and applied linguistics is both prolific and broad in scope, spanning three fields of research: second language (L2) learning, societal and public discourse analysis, and theoretical linguistics.

APA, Harvard, Vancouver, ISO, and other styles

8

Bin, Zhang. "The Establishment and Development of Confucius Institute." Lingua Cultura 1, no. 2 (November 30, 2007): 176. http://dx.doi.org/10.21512/lc.v1i2.324.

Full text

Abstract:

Confucius Institute has been established in the global range. This is a brand of Chinese culture initiatives, as well as the inevitable result of the international "Chinese craze" and also the strong support for the international promotion of the Chinese .Confucius Institute for Teaching Chinese as a foreign language to the main teaching content, adopts a flexible and diverse school running management. Though this initiative there will be a wide-spread Chinese civilization, the promotion of cultural exchanges between China and foreign countries and finally will display the style and image of the Orient big country. This is very significant as to accelerate the development of overseas Chinese education and also lets the world know more about China in order to be closer to China which will be a far-reaching significance.

APA, Harvard, Vancouver, ISO, and other styles

9

Wimontham, Onsiri. "A Study on EFL Teaching Affecting Chinese Cultural Tourism." Theory and Practice in Language Studies 8, no. 8 (August 1, 2018): 1035. http://dx.doi.org/10.17507/tpls.0808.17.

Full text

Abstract:

This research article is focused on presenting research studies related to English teaching as a foreign language in educational institutes; secondary and higher education levels in China so as to acquire whether there is weakness and strength or not. This research is conducted in Thailand and Beijing municipality, People’s Republic of China. The duration of research is 90 days; 80 days in Thailand and 10 days in People’s Republic of China. The sample size of 30 persons is chosen with the purposive sampling method. The research instruments consist of questionnaire, focus group interview and evaluating form from participatory. The researcher conducts analysis for both qualitative and quantitative data with a SWOT analysis technique; strengths, weaknesses, opportunities, and threats. The research was found that the summary of opinion of youths who live in Beijing towards the importance of using English to elevate and develop cultural and wisdom tourism, The summary of Chinese youths’ opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, secondary education level, The summary of level of Chinese youths opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, in a higher education level.

APA, Harvard, Vancouver, ISO, and other styles

10

Bin, Zhang, Yusupova Zulfiya Firdinatovna, and Yu Lui. "Students study adjectives: russian as a foreign language." Laplage em Revista 6, Extra-B (December 24, 2020): 64–70. http://dx.doi.org/10.24115/s2446-622020206extra-b593p.58-64.

Full text

Abstract:

This article is devoted to the study of the problems faced by foreign students studying Russian at a professional level. Our task was to give students the assignments that we developed with these adjectives. This allowed us to identify the most common mistakes. The experimental base was the Institute of Philology and Intercultural Communication of the Kazan Federal University. The search experiment was conducted with 3-year Chinese students, trainees who came to study Russian as part of an exchange program. We also observed the oral speech of students during practical classes in Russian grammar. The experiment involved 100 students. Some could not correctly determine the word formation of the proposed adjectives. We developed an exercise system that helped students learn adjectives, considering their functioning in scientific and artistic speech. The results of our research are of interest to teachers of Russian as a foreign language and can be used in the practice of teaching foreign languages.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Chinese foreign language institutes"

1

Chai, Donglin. "Paradigms of CFL in America, Concepts of Knowing East and West, and their Implications for Teacher Training at the College-Level." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500464134244029.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Hoare-Vance, Stephen John. "The Confucius Institutes and China's Evolving Foreign policy." Thesis, University of Canterbury. Social and Political Sciences, 2009. http://hdl.handle.net/10092/3619.

Full text

Abstract:

The Confucius Institutes (CIs) are part of a major new Chinese Government initiative promoting the learning of the Chinese language and culture internationally. They operate through a network of institutes located in learning institutions around the world, and while they have an education focus, they also reflect political changes in China’s relationship with the rest of the world. A transformation in China’s approach to foreign relations has been evident since the belligerence and self-sufficiency of the Mao era, and cautious engagement of the Deng era. In the early 21st century, China’s new foreign policy is more confident and engaged behaviour than it has ever been. The conceptual sources of China’s foreign policy have broadened from Marxism-Leninism to include some contemporary international values and traditional Chinese norms. However, managing the sphere of ideas both domestically and externally, and securing the nation’s economic development, are the main means the Chinese Communist Party (CCP) maintains its legitimacy in the early 21st century. While China’s leadership has given the CIs considerable political independence, they are part of the Party’s propaganda system. Despite some foreign concerns about the Confucius Institutes being a propaganda tool, many other countries have similar programmes; the difference is China’s political system. Through the CIs, China is building the architecture of a major power, and has succeeded in improving its international influence. But because of the lack of international attractiveness of China’s political system, this is likely to be slow. The CIs reflect a more confident and effective Chinese foreign policy; and one that offers greater opportunities for engagement.

APA, Harvard, Vancouver, ISO, and other styles

3

Liao, Xuanli, and 廖宣力. "Chinese think tanks and China's policy on Japan." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31243368.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Paul, Michael A. "Chinese Foreign Language Attrition: Investigating Aspect Marker Usage." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194292.

Full text

Abstract:

The purpose of this study is to investigate the effect that rote memorization has on language attrition. More specifically, the loss of grammatical aspect markers is investigated. This study measures the general language attrition of a memorized narrative and an open-ended narrative between time one (T1) and time two (T2) measurements. Attrition of the memorized narrative at T2 is compared to how well the subject had it memorized it at T1. The attrition of aspect is then investigated in both the memorized narratives and open-ended narratives. Aspect marker attrition in the memorized narratives is also compared to how well the subject originally had the narrative memorized at T1. Aspect attrition is then compared between the memorized and open-ended narratives to see the effect of memorization on aspect attrition. Lastly, a qualitative investigation examines the effect of telicity on correct and incorrect aspect marking. This study reveals that learners of Chinese who spend time in a Chinese-speaking environment and gain a fairly high level of oral proficiency retain much of their oral production abilities over a 12-year period. Additionally, subjects are able to retain and use syntax and lexicon from narratives they had previously memorized as beginning-level learners. However, significant levels of content and length attrition occur for both types of narratives. Aspect marker -LE is used the most frequently, but it also has the highest percentage rate of error. Other aspect markers are used less frequently, and have lower percentage rates of error. Attrition in type, variety, and usage of aspect markers is significant between T1 and T2. There is not a significant relationship between how well the subjects produced the memorized narrative at T1 and either their performance at T2 or the attrition of aspect markers in either narrative. The subjects tend to mark telic verbs for perfective aspect more frequently and correctly than atelic verbs. Pedagogical implications of this study include suggestions for teaching perfective aspect as well as designing curriculum for students who are re-learning Chinese. Finally, the author invites further attrition research focusing on the effect of memorization on fluency variables.

APA, Harvard, Vancouver, ISO, and other styles

5

Li, Suogui. "A cognitive approach to foreign-inspired Chinese terms." View thesis, 2008. http://handle.uws.edu.au:8081/1959.7/26322.

Full text

Abstract:

Thesis (Ph.D.)--University of Western Sydney, 2008.
A thesis submitted to the University of Western Sydney, College of Arts, School of Humanities and Languages in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

6

Huang, Yi-Tzu. "Interactive patterns in paired discussions between Chinese heritage and Chinese foreign language learners." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2524.

Full text

Abstract:

Having acquired some degree of oral proficiency but low (or non-existent) literacy, the learning of Chinese heritage learners' (CHLs) learning needs are different from those of Chinese foreign language learners (CFLs), who have learned Chinese only in the classroom setting. Although researchers have advocated for a separate curriculum for CHLs, creating a heritage track may not be an option for many Chinese programs due to insufficient enrollment and limited resources. Huge proficiency variations among CHLs also make it difficult to provide a language curriculum that fits the needs of all learners. Therefore, CHLs are assigned to classes with CFLs in most Chinese language programs. From a pedagogical point of view, uneven proficiency levels are a great concern for instructors who teach a language class with students of different language backgrounds and with varying abilities, especially when assigning students to work in pairs or small groups. Although CHL-CFL paired interaction has become a common phenomenon in Chinese language classes, it has not been fully explored. Grounded in sociocultural theory, this research explores the nature of dyadic interaction between Chinese heritage learners (CHLs) and Chinese foreign language learners (CFLs) in a classroom setting. It investigates the roles that Chinese heritage learners and their foreign language peers play in paired discussions, how learners' proficiency gaps influence the dynamics of paired interaction, and whether peer-peer collaboration affects learners' individual oral performance. In this study, data were collected in three intermediate-level Chinese classes. Participants first filled out a language background survey to lead to a better understanding of the environments in which they use Chinese. Next, they took two proficiency tests to assess their comprehensive Chinese skills. Over the course of a semester, ten CHL-CFL pairs engaged in paired discussions on six different occasions. Before and after each pair work session, each participant was required to give an individual verbal report assessing the influence of paired interaction on his or her oral performance. After data from the six sessions were collected, participants took an end-of-study survey, which provides their perceptions about paired discussion and their roles in paired interaction over the research period. According to the findings, three interaction patterns (passive collaboration pattern, active collaboration pattern, and peer-tutoring pattern) were identified. The results of this study show that CHLs' language background and the amount of Chinese language exposure determined the CHL-CFL proficiency gaps in each pair, and further influenced the pattern of paired interaction. Learners generated more LREs (Language-related episodes) and were more likely to acquire knowledge from pair work when the degree of interaction mutuality was high. Even when the proficiency gaps were large, the less proficient learners still could transfer new knowledge to their independent work. To conclude, this study may be of importance in presenting the dynamics of CHL-CFL paired interaction in a mixed Chinese language class, as well as in providing instructors with a better understanding of how different factors such as interlocutors' proficiency gaps, individual participants' beliefs and attitudes relate to their interaction behaviors and subsequent independent performance.

APA, Harvard, Vancouver, ISO, and other styles

7

Mak, Ting-fung Martin, and 麥庭峰. "A case study : task-based language teaching in a Chinese foreign language context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209655.

Full text

Abstract:

This project mainly looks at the teachers’ and students’ views on ‘Task-based Language Teaching’ (TBLT) in a context of learning Chinese as a foreign language. This project first discusses the three pedagogical characteristics of TBLT – ‘meaning-focused’, ‘reinforcement’ and ‘flexibility’. It then discusses the limitations of previous literature on how TBLT can motivate students to learn Chinese as a foreign language. To feedback the current curriculum for teachers to carry out TBLT and to enrich the literature in this field, feedback from the users (i.e. teachers and students) was collected through systematic and methodical research methods. At the end of the research, two theoretical frameworks to evaluate TBLT design and how far it can motivate students are constructed in this project.
published_or_final_version
Education
Master
Master of Education

APA, Harvard, Vancouver, ISO, and other styles

8

Lou, Ziman, Yunfei Peng, and Teng Wang. "Customer Perceived Value in Language Test Preparation Service : Performance Measurement on Four Dominant Language Test Preparation Institutes in China." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-227339.

Full text

Abstract:

This thesis aims at studying customer perceived value in language test training industry through an empirical research on four dominate IELTS training institutes in China. Customer questionnaires are used to get customers’ preferences about language test training service, as well as their perceived value of each institute. Based on that, a measurement of each institute’s performance according to the customer preferences is conducted. After analysis, the strength and weakness of each institute is clearly showed, followed by relative explanations and suggestions for their weaknesses.

APA, Harvard, Vancouver, ISO, and other styles

9

Yu, Yuanfang. "Foreign language learning : a comparative study of Australian and Chinese University students /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16092.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

老志鈞 and Chi-kuan Lou. "Europeanization of modern Chinese language in Macao." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31214393.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Chinese foreign language institutes"

1

Wang, Xueying. Chinese odyssey: Innovative Chinese courseware. Boston, MA: Cheng & Tsui, 2004.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Ran, An, ed. Kongzi xue yuan chuan bo yan jiu. Beijing: Zhongguo she hui ke xue chu ban she, 2012.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Lichuang, Chi, and Feng Liping, eds. Chinese odyssey: Innovative Chinese courseware = [Tong xiang Zhongguo]. Boston: Cheng & Tsui, 2005.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Lichuang, Chi, and Feng Liping, eds. Chinese odyssey: Innovative Chinese courseware = [Tong xiang Zhongguo]. Boston: Cheng & Tsui, 2008.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Lichuang, Chi, and Feng Liping, eds. Chinese odyssey: Innovative Chinese courseware = Tong xiang Zhongguo. Boston, MA: Cheng & Tsui, 2005.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

(EDT), Langenscheidt. Langenscheidt pocket Chinese dictionary: Chinese-English, English-Chinese. New York: Langenscheidt, 2001.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

S, Montanaro John, ed. Encounters: Chinese language and culture. New Haven, Conn: Yale University Press, 2012.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Chen, Lydia. The pocket interpreter, Chinese. Beijing, China: Foreign Languages Press, 1988.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Rongzhen, Li, ed. Encounters: Chinese language and culture. 2nd ed. New Haven, Conn: Yale University Press, 2012.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Wu, Sue-mei. Chinese link: Elementary Chinese. Boston, MA: Pearson Custom Pub. ; [Upper Saddle River, N.J.], 2004.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Chinese foreign language institutes"

1

Kubler, Cornelius C. "Foreign Service Institute (FSI), a valuable reference for academia." In The Field of Chinese Language Education in the U.S., 114–22. New York : Routledge, 2018. | “First published 2018 by Routledge … Abingdon, Oxon … and by Routledge … New York …”: Routledge, 2018. http://dx.doi.org/10.4324/9781315144665-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Singh, Michael, and Thị Hồng Nhung Nguyễn. "Against Chinese as a Foreign Language." In Localising Chinese, 1–27. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-54282-3_1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Li, Daguo, and Viv Edwards. "Overseas Training of Chinese Secondary Teachers of English." In Second and Foreign Language Education, 373–84. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_21.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Li, Daguo, and Viv Edwards. "Overseas Training of Chinese Secondary Teachers of English." In Second and Foreign Language Education, 1–12. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_21-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Chang, Li-ping. "The Development of the Test of Chinese as a Foreign Language (TOCFL)." In Chinese Language Learning Sciences, 21–41. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4089-4_2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Kaplan-Rakowski, Regina, and Alice Gruber. "One-On-One Foreign Language Speaking Practice in High-Immersion Virtual Reality." In Chinese Language Learning Sciences, 187–202. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3416-1_9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Han, Jinghe. "Chinese Language and Duiwai Hanyu Jiaoxue (Teaching Chinese as a Foreign Language)." In Post-Lingual Chinese Language Learning, 19–41. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-59840-0_2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Pan, Lin. "English Language Ideologies in Chinese Foreign Language Education Policies." In English as a Global Language in China, 79–97. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10392-1_5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Pelzl, Eric. "Foreign Accent in Second Language Mandarin Chinese." In The Acquisition of Chinese as a Second Language Pronunciation, 257–79. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-3809-4_12.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Cunningham, William J. "Chinese in my foreign service career." In The Field of Chinese Language Education in the U.S., 313–31. New York : Routledge, 2018. | “First published 2018 by Routledge … Abingdon, Oxon … and by Routledge … New York …”: Routledge, 2018. http://dx.doi.org/10.4324/9781315144665-32.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Chinese foreign language institutes"

1

Giniyatullina, Diana, Gina Ryabkova, Guzel Chumarina, Phillip Sanger, Alena Kuznetsova, and Alfiya Gimadeeva. "BLENDED ENGLISH AS A FOREIGN LANGUAGE COURSE AT HIGHER EDUCATION INSTITUTES." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1067.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Poleschuk, Victoria, and Sofya Pakhomova. "WAYS TO TRANSLATE FOREIGN BRANDS INTO CHINESE." In ЯЗЫК. КУЛЬТУРА. ПЕРЕВОД = LANGUAGE. CULTURE. TRANSLATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/lct.2019.29.

Full text

Abstract:

This article is devoted to the analysis of the peculiarities of the translation of the names of some well-known foreign brands, in particular the ways of their translation. Translation of a foreign brand should be understandable, memorable and attractive to the consumer. There are many ways to achieve high-quality translation. The foreign brand names that we reviewed were translated into Chinese by transliteration, adaptation, literal and free translation.

APA, Harvard, Vancouver, ISO, and other styles

3

Li, Jianrong. "On the Curriculum Design of Foreign Language and Literature Majors in Application-oriented Institutes." In 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icadce-17.2017.234.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Sun, Huiling. "On Chinese Culture Teaching of Chinese as a Foreign Language." In 2017 International Conference on Economic Development and Education Management (ICEDEM 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icedem-17.2017.100.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Zhang, Yuhuan. "Chinese Cultural Identity Loss in Foreign Language Learning." In International Conference on Electronics, Mechanics, Culture and Medicine. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emcm-15.2016.18.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Xiao, Jiugen, Xijuan Chen, and Jun Wang. "Context and Teaching Chinese as a Foreign Language." In International Conference on Education, Management, Commerce and Society. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/emcs-15.2015.172.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

He, Gaoda, and Shu Yang. "Educational Technologies for Foreign Language Teaching in Higher Education Institutes in China A Case Study." In 2009 WRI World Congress on Software Engineering. IEEE, 2009. http://dx.doi.org/10.1109/wcse.2009.231.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Qian, Liu Xiao. "Chinese Folk Paper Cutting and Teaching Chinese as a Foreign Language." In 2020 4th International Seminar on Education, Management and Social Sciences (ISEMSS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200826.260.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

"Cultural Conflicts in Teaching Chinese as a Foreign Language." In 2018 International Conference on Education Technology and Social Sciences. Francis Academic Press, 2018. http://dx.doi.org/10.25236/etsocs.2018.17.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Chen, Kaijie. "Pragmatic Acquisition and Teaching Chinese as a Foreign Language." In 2017 7th International Conference on Mechatronics, Computer and Education Informationization (MCEI 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/mcei-17.2017.46.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!