Andere Kunden interessierten sich auch für
![Extensive Reading (ER) and the Development of L2 Reading Processes]( "Extensive Reading (ER) and the Development of L2 Reading Processes")
Extensive Reading (ER) and the Development of L2 Reading Processes38,99 €![Using Performance Assessment on Jordanian tenth Graders L2 Accuracy]( "Using Performance Assessment on Jordanian tenth Graders L2 Accuracy")
Using Performance Assessment on Jordanian tenth Graders L2 Accuracy26,99 €![Readability Indices and L2 Learners' Writing Ability]( "Readability Indices and L2 Learners' Writing Ability")
Readability Indices and L2 Learners' Writing Ability36,99 €![Young Learners' Reading Assessment through Classroom-based Assessment]( "Young Learners' Reading Assessment through Classroom-based Assessment")
Young Learners' Reading Assessment through Classroom-based Assessment38,99 €![Strategies Of Motivating Students In The Classroom]( "Strategies Of Motivating Students In The Classroom")
Strategies Of Motivating Students In The Classroom53,99 €![Creating a Culture of Teaching and Learning in the Classroom]( "Creating a Culture of Teaching and Learning in the Classroom")
Creating a Culture of Teaching and Learning in the Classroom32,99 €![Teaching Culture in English Classroom - Transcultural Approach]( "Teaching Culture in English Classroom - Transcultural Approach")
Teaching Culture in English Classroom - Transcultural Approach40,99 €
This is a book reporting a study to investigate primary school students' interest and persistence in learning L2 Chinese, the areas of difficulty in learning Chinese and what can be done in teaching to help children deal with the difficulties in learning the language and at the same time build up useful learning skills. Various research activities were designed to obtain information to address these issues. The findings from the research activities suggest that L2 Chinese and the Chinese characters could, without detriment to other aspects of the curriculum, be introduced to the students from the early stages of primary schooling, with benefits for students' confidence and enthusiasm. The findings also suggest that young children attained problem-solving and independent learning skills in the process of learning new Chinese characters and sentences and were confident in using their attained skills to learn new language items. The outcomes were consistent with the notion that children formed schemas and updated their schemas in different situations. Based on these findings, a sketch of a possible pedagogical scheme is provided for L2 Chinese learning.