Dòng Nội dung
1
汉语学习者“了2”陈述句语调音高的习得分析 = The Intonation Acquisition of Chinese Declarative Sentences with Modal Particle “Le”by Learners / 刘艺. // 漢語學習 = Chinese Language Learning (Hanyu Xuexi) 2015, No.4.
吉林省延吉市 : 双月, 2015.
p. 76-84.

Intonation is one of the most difficulties issues in Chinese phonetic acquisition. By conducting the acoustic analysis of the designed declarative sentences with modal particle "le ",we adopted the statistical methods to analyze the obtained data of leaners and natives speaker from different gender. On the basis of quantitative study of acoustic data produced by native speakers and learners,the paper aims to reveal the acquisition of Chinese intonation by foreign learners. The findings of this paper can be applyed to Chinese pedagogy,and provide objective reference to Chinese teaching.
2
汉语学习者陈述句音节音高的声学实验分析 = An Experimental and Acoustic Analysis of Syllables in Declarative Sentences Produced by Chinese Learners. / 刘艺;荣蓉. // Language teaching and linguistic studies. 2014, No. 5 (169) // 语言教学与研究 2014, 第5卷 (169)

35-42 p.

Pitch is one of the most difficult issues in Chinese tone and intonation teaching.The paper collected the data of designed declarative sentences produced by Chinese learners,applied acoustic software to measure the frequency of each syllable and discussed the pitch range,decline and other issues of the syllables in the sentences.The findings of this paper can provide objective reference to Chinese teaching.
3
汉语教师和学习者对课堂纠错反馈信念和态度的比较 = Chinese Teachers and Students Beliefs and Attitudes Regarding Corrective Feedback / 祖晓梅; 马嘉俪. // 漢語學習 = Chinese Language Learning (Hanyu Xuexi) 2015, No.4.
吉林省延吉市 : 双月, 2015.
p. 66-75.

The mismatch between student and teacher beliefs on corrective feedback can negatively affect student satisfaction with teacher implementation of corrective feedback and hamper second language acquisition. This article provides a report of an exploratory study which investigates and compares the beliefs and attitudes of Chinese learners and teachers regarding who,what,when,how,and why to correct errors in classrooms. A total of 194 students and 67 teachers responded to 21 closedended questionnaires and three semi-structured questions. The results revealed that the students strongly favored direct and immediate corrective feedback from teachers,valued corrective feedback on grammatical errors,and preferred a rule explanation strategy. In contrast,Chinese teachers favored implicit and self-repair corrective strategies. The article also analyzes the reasons behind these belief gaps and discusses the pedagogical implications of such research.