The Foreign Learners and the Teaching Strategies of Classical Chinese
International Journal of Chinese Language Education; June 2017; Issue No. 1; p.131 - 155
Department of Chinese Language Studies, The Education University of Hong Kong
Chinese Language Program, Columbia University
Chung Hwa Book Co. (H.K.) Ltd.
Based on teaching experience abroad and domestic, the authors aim to discuss the division of students who learn classical Chinese, as well as their unique characteristics and the relevant teaching methods accordingly. Students learning classical Chinese can be divided into two categories or four types (two types in each category) according to their native language and major: (1) non-major students whose native language is Chinese; (2) major students whose native language is non-Chinese; (3) non-major students whose native language is Chinese; (4) major students whose language is non-Chinese. Depending on their unique characteristics, students of different types should have different class-languages, follow different study processes, and use different teaching materials and different teaching methods. This paper, through a case study《左傳．子產不毀鄉校》, illustrates these principles.
classical Chinese division of students teaching methodology chronological sequence linguistic approach paraphrastic approach
2520-7733 (Print); 2521-4241 (Online)
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