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NFLC Guide for Basic Chinese Language Programs

Author: National Foreign Language Resource Cente
Publisher: Foreign Language Publications
Binding: Paperback, 196pages
Summary:
The guide tends to assist in the creation of new Chinese language programs. It incorporates a set of informed and explicit assumptions about learning and teaching the language that underlie the creation of a syllabus and the pedagogical practices involved in implementing it. The target readership includes Chinese language teachers and program administrators.
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Difficult Characters Interdisciplinary Studies of Chinese and Japanese Writing

Author: Mary S. Erbaugh
Publisher: Ohio State Univ Foreign Language
Binding: Paperback, 285pages
Summary:
Mary S. Erbaugh has compiled this volume to examine the so-called "ideographic myth" from a variety of perspectives. Through this multidisciplinary collection of articles, we learn how the myth has come about, what sort of theory and empirical evidence have been generated to refute it, and how this myth has stubbornly persisted to hamper progress in a number of scholarly areas. But perhaps most importantly, this volume presents in a detailed manner how different academic disciplines go about analyzing historical and empirical data in order to arrive at new knowledge.
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Advances in Japanese Language Pedagogy

Author: Nara, Hiroshi
Publisher: Foreign Language Publications
Binding: paperback, 453pages
Summary:
Essays designed to support informed classroom and curricular decisions. Dispels some of the misunderstandings about Japanese language instruction and introduces the intellectual inquires we are making in the field.
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The Historical Evolution of Chinese Languages and Scripts: Zhongguo Yu Wen Di Shi Dai Yan Jin

Author: Youguang Zhou
Publisher: Foreign Language Publications
Binding: Paperback, 213pages
Summary:
This bilingual text by Zhou Youguang (in Chinese) with English translation by Zhang Liqing makes it easier for English speakers to gain advanced level skills in East Asian languages. It also exposes learners at or above intermediate skill levels to the vocabulary and discourses of academic disciplines and provides entries into discussions with oral and written presentations in these concentrations. This concise treatment of a field is done by an excellent scholar with outstanding English translation. This book offers an overview of a particular situation regarding the development and problems concerning Chinese languages and scripts. John DeFrancis recommends in the Foreword to this text: "This fact-filled but by no means dry compendium, the contents of which are easily accessible thanks to a good, detailed index, deserves a place on the bookshelf of anyone interested in the languages and scripts of China." This is an ideal book for advanced undergraduate and graduate courses dealing with Chinese languages and scripts.
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Eat Shandong: From Personal Experience to a Pedagogy of a Second Culture

Author: Eric Shepherd
Publisher: Foreign Language Publications
Binding: Paperback, 296pages
Summary:
This book examines the "celebratory," ritualistic and pragmatic functions that Shandong yanxi, or banquets, serve in games of gaining social status in the contemporary Shandong social milieu. Yanxi are a highly ritualized form of performance in which enormous amounts of social capital, and energy are invested. Shandong yanxi are conducted to celebrate such important social occasions as weddings and engagements; festivals; birthdays; sending a friend or relative off on a journey, and welcoming a traveler home from a journey. Although highly festive in nature, these performances play a more serious and pragmatic role in Shandong society as a field of play for the game of gaining social status.
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Performed Culture: An Approach to East Asian Language Pedagogy

Author: Matthew B. Christensen
Publisher: Foreign Language Publications
Binding: paperback, 255pages
Summary:
This book is a general introduction to the performed culture approach, which trains students how to express themselves in a way that native speakers of the target culture feel appropriate in given situations. Target readership includes Chinese, Japanese, and Korean language teachers and graduate students.
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Cultural Readings from Folk Tales, Legends, and History An Intermediate Korean Reader

Author: Dr. In Ku Kim-Marshall
Publisher: Hankookmunhwasa Publishing Co.
Binding: Paperback, 235pages
Summary:
"Cultural Readings from Folk Tales, Legends, and History" is an intermediate-level cultural reader for students learning Korean as a foreign language. Students will broaden their linguistic skills beyond everyday language and immerse themselves in the world of Korean culture. This book's features include: * Well-known folk tales, legends, and history with vocabulary suited for students learning intermediate Korean language and culture. * Vocabulary definitions and grammar explanations that follow each story. * A "People" section that provides students with the historical context for understanding important figures in Korean history. * An appendix that contains further explanations about Korean phrases and grammar, making it an ideal study aid. * Vivid illustrations throughout the stories to engage the student's imagination. Students will enthusiastically and easily learn about Korean culture and history, and develop their appreciation of it throughout this book.
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The Pedagogy of Performing Another Culture

Author: Galal Walker
Publisher: Foreign Language Publications
Binding: paperback, pages
Summary:
The Pedagogy of Performing Another Culture is a collection of papers which examine theoretical and practical problems encountered in Chinese pedagogy today. Compared with other works in the same field, the greatest attribute of this book lies in its in-depth discussion of the "Performed Culture" pedagogical approached developed by Dr. Galal Walker at The Ohio State University. This book is an essential primer towards understanding and application of the "Performed Culture" approach as well as a foundation for the further advancement of pedagogical approaches that use culture as the focal point.
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Class Professional Standards for K-12 Chinese Language Teachers

Author: Lucy Lee
Publisher: National East Asian Languages Resource Center
Binding: Paperback, 104pages
Summary:
CLASS Professional Standards is a resource for Chinese teachers, foreign language specialists, school administrators, parents, and policy makers who recognize the importance of Chinese cultures taught by professional teachers of Chinese. The release of the book also marks the celebration of the Chinese Language Association of Secondary-Elementary Schools (CLASS) 20th anniversary.
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Remembering the Kanji 3: Writing and Reading Japanese Characters for Upper-Level Proficiency (Japanese Edition)

Image of Remembering the Kanji 3: Writing and Reading Japanese Characters for Upper-Level Proficiency (Japanese Edition)
Author: Tanya Sienko, James W. Heisig
Publisher: University of Hawaii Press (2008)
Binding: Paperback, 430 pages
Summary:
Students who have learned to read and write the basic 2,000 characters run into the same difficulty that university students in Japan face: The government-approved list of basic educational kanji is not sufficient for advanced reading and writing. Although each academic specialization requires supplementary kanji of its own, a large number of these kanji overlap. With that in mind, the same methods employed in volumes 1 and 2 of Remembering the Kanji have been applied to 1,000 additional characters determined as useful for upper-level proficiency, and the results published as the third volume in the series. To identify the extra 1,000 characters, frequency lists were researched and crosschecked against a number of standard Japanese kanji dictionaries. Separate parts of the book are devoted to learning the writing and reading of these characters. The writing requires only a handful of new “primitive elements.” A few are introduced as compound primitives (“measure words”) or as alternative forms for standard kanji. The majority of the kanji, 735 in all, are organized according to the elements introduced in Volume 1. For the reading, about twenty-five percent of the new kanji fall into “pure groups” that use a single “signal primitive” to identify the main Chinese reading. Another thirty percent of the new kanji belong to groups with one exception or to mixed groups in which the signal primitives have two readings. The remaining 306 characters are organized first according to readings that can be intuited from the meaning or dominant primitive element, and then according to useful compound terms.
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