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dc.contributor.advisorGao, Mobo Chang Fanen
dc.contributor.advisorZhang, Ningen
dc.contributor.advisorJin, Songpingen
dc.contributor.authorChen, Xiumingen
dc.description.abstractThe thesis answers the question of whether contemporary Chinese popular literature provides linguistic, cultural and affective benefits for learners of Chinese (Mandarin) in an advanced language course of Teaching Chinese as a Foreign Language (TCFL) at university level. The theoretical approach of constructivism emphasizes the significance of authentic and relevant context, appropriate challenge and learners’ positive affect during the process of learning, which provides the theoretical rationale for the use of contemporary Chinese popular literature in TCFL. Adopting an instructional model based on two constructivist approaches, reader response theory and schemata theory, an empirical study is conducted in an advanced Chinese language course at the University of Adelaide. Eighteen students participate in this one-semester study. Data includes tests, questionnaires, interviews, class transcripts, observations and assignments. Both quantitative and qualitative methods are adopted to arrive at interpretations. The results of the empirical study confirm that the integration of contemporary Chinese popular literature in TCFL is a proper, practical and productive concept. Most students enjoy the experience with contemporary Chinese popular literature in this experimental course due to its instructional characteristics: authenticity and relevancy, appropriate linguistic challenge, multiple forms of presentation and representation, etc. Students’ growths in language and cultural skills and positive affective attitudes are demonstrated in tests and questionnaires. Due to students’ different language proficiency levels and cultural backgrounds, some pedagogical issues are raised from qualitative discussion, providing suggestions for similar research and practice. As a pioneer of relevant research, I conclude that the integration of contemporary Chinese popular literature in advanced TCFL course has a promising future.en
dc.subjectteaching Chinese as second language; contemporary Chinese popular literature; constructivism; reader - responseen
dc.titleThe effectiveness and appropriateness of the use of contemporary Chinese popular literature in teaching Chinese as a foreign language: an empirical study in an Australian university setting.en
dc.contributor.schoolSchool of Social Sciencesen
dc.provenanceThis electronic version is made publicly available by the University of Adelaide in accordance with its open access policy for student theses. Copyright in this thesis remains with the author. This thesis may incorporate third party material which has been used by the author pursuant to Fair Dealing exceptions. If you are the owner of any included third party copyright material you wish to be removed from this electronic version, please complete the take down form located at:
dc.description.dissertationThesis (Ph.D.) -- University of Adelaide, School of Social Sciences, 2014en
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