Dòng Nội dung
1
政治、经济、社会与海外汉语教学——以澳大利亚为例 = Political,Economical and Ethnographical Perspectives on Teaching Chinese as a Second Language: A Case Study of Australia. / Ping Chen. // Shijie Hanyu Jiaoxue. 2013, Vol. 27.

400-412 p.

澳大利亚汉语教学的历史与现状,很大程度上由两个主要因素所决定:一是本国的语言政策,尤其是外语教育政策;二是来自汉语国家和地区的移民和留学生。自1980年代起,汉语教学是澳大利亚官方语言政策强力扶持的对象,学习人数持续增长。同时值得注意的是,选修汉语的绝大多数学生是华裔学生。如何在课程设置、教材编写、考核评分、师资培训等方面因应这种局面,值得认真研究。
2
汉语二语教学中词汇计量的维度 = The Divisions on Target Language Level of Vocabulary in Teaching Chinese as a Second Language / 朱志平. // Applied linguistics. 2013, No.2.
2013.
90-98 p.

To establish second language learners’ communicative ability in Chinese,teachers need to think about helping learners to master the meaning system which is based on multiple criteria to Chinese vocabulary.The meaning of Chinese words is often covered by Characters.It is one of the causes which make the meaning system of Chinese vocabulary ambiguous.Because of this,it is not enough to count the words learners have mastered,or judge the vocabulary level of target language learners solely relying on the shape of words.
3
语义关系与汉语动宾结构的习得顺序 = Semantic Relations and the Acquisition Sequence of Verb-Object Structures in Chinese. / He Qing-Qiang. // 漢語學習 = Chinese Language Learning (Hanyu Xuexi) 2014, No.3.
2014.
p. 97-103.

Deeply latent semantic relations of verb-object structures in Chinese are of various occasions.It is proved in empirical studies in this paper that semantic relations of verb-object structures impact foreign learners’ acquisition of the structures,manifesting as a sequence of recipient,location,tool and agent,and that the sequence is unrelated to the background of the foreign learners’ mother tongues and their learning phases.
4
附丽于特定语言的语言教学法 = Language Teaching Methodology Based on Specific Languages. / Zhao Jinming. // Shijie Hanyu Jiaoxue. 2014, Vol. 28.

554-565 p.

Based on the knowledge about language,language teaching and learning,certain concepts and philosophies can be developed with regard to language teaching.Various language teaching methodologies can then be created based on the characteristics of specific languages.Starting from the teaching formulas summarized during years of Chinese teaching practice,this paper analyzes the in-depth interconnections between the content being taught and the method being used,with a view to revealing the methodology of teaching Chinese as a second language based on the Chinese language itself.