Privacy in Intercultural Communicative Competence for Chinese Language Learners

2019 ◽  
Vol null (82) ◽  
pp. 321-351
Author(s):  
봉인영
Keyword(s):  
Language Learners ◽  
Communicative Competence ◽  
Chinese Language ◽  
Intercultural Communicative Competence ◽  
Chinese Language Learners

CHINESE GRAMMAR AUTO-CORRECT WEBSITE CHINESEGRAMMARCHECKER.COM DEVELOPMENT MODEL

2019 ◽  
Vol 1 (1) ◽  
pp. 137-146
Author(s):  
Julita Wangi ◽  
Kelly Rosalin ◽  
Theresia Theresia
Keyword(s):  
Language Learners ◽  
Native Language ◽  
Chinese Language ◽  
Qualitative Approach ◽  
Development Model ◽  
Advantages And Disadvantages ◽  
Grammar Correction ◽  
Grammatical Errors ◽  
Basic Level ◽  
Chinese Language Learners

In the process of learning and using Chinese, Indonesia students may have grammatical errors due to negative migration of their native language. At present, there is no Mandarin grammar correction website or application that can answer the needs of Mandarin learners. Therefore, researchers want to try to provide a website chinesegrammarchecker.com that can answer the needs of Chinese language learners in Indonesia so as to facilitate Chinese language learners in mastering Chinese grammar. Hope researchers are learners can learn independently in making sentences in Chinese using proper and correct Chinese grammar. The method used in this study is a qualitative approach. The researcher will collect basic level Chinese grammar patterns in the textbooks used in the Chinese Language I courses, namely Er Ya Basic Chinese: Comprehensive Course (I) and Basic Chinese: Comprehensive Course (II). Then from these patterns user can check their sentences on this website. After the website chinesegrammarchecker.com was completed, then it was tested for several users to see the advantages and disadvantages of this website chinesegrammarchecker.com.

Raciolinguistic ideology in first-year university (non)heritage Chinese classes

2020 ◽  
Vol 10 (2) ◽  
pp. 491-509
Author(s):  
Sharon Chang
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Chinese Language ◽  
First Year ◽  
Heritage Learners ◽  
Learning Centers ◽  
First Year University ◽  
Chinese Language Learners

Abstract This qualitative case study explores how raciolinguistic ideology of Chinese heritage is collectively shaped in first-year non-heritage Mandarin classes in one US university, but individually told by two minoritized (ethnolinguistically marginalized) heritage learners and two non-heritage learners. Their experiences in learning Mandarin Chinese as a non-heritage language elucidate how Chinese language learners negotiate their ethnolinguistic identities in the transnational world. The stories of four Chinese language learners demonstrate how their raciolinguistic ideology is collectively shaped by a complex racialization process while negotiating their race, ethnicity, culture, language, and transnationality. The present study challenges the raciolinguistic ideologies of the institutionalized norms of defining heritage and non-heritage learners as learner-trait terms. Implications for researchers and practitioners of Language Learning Centers beyond US higher education are drawn.

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