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Analyzing Textbook of Chinese as Second Language for Foreign Primary Students by Development of Language and Cognition
Chinese textbook for foreign children
Teaching Chinese for foreign children is a teaching procedure for children and takes Chinese as a second language. Teaching Chinese for foreign children is different from teaching children Chinese as the first language and teaching Chinese for foreign adults as well. Teaching Chinese for foreign children means the teaching object is the foreigners who are under age, the teaching content is Chinese: pronunciation, vocabulary, grammar and Chinese characters. The goal of the teaching procedure is to make foreign children be able to communicate in Chinese. For the development of children is still premature, therefore the primary task of teaching Chinese to foreign children is to understand the mental characteristics, cognitive stage development of children. And learning a language is also through several stages of achievement. For these factors of teaching children the second language, this thesis is based on analysis of Chinese textbook for foreign children with the development of language and cognition. Through the textbooks “Chinese Paradise”, “Monkey King Chinese”, “Mandarin Hip-Hop”, “Chinese Made Easy”, and “Fun Chinese for Kids”, this thesis found out the language knowledge, language activities and the language forms follow the language development and cognitive development. In conclusion, the learning procedure of children is from concrete to abstract. Therefore, according to children’s development, the vocabulary amount from high to low is concrete nouns, concrete verbs, and then adjectives. Sentences are from simple sentences to complicated ones. Language activity emphasizes on listening and speaking skills more than reading and writing skills. The language forms base on dialogues, and accompany with songs, chants, rhymes. Moreover, the textbooks present Chinese literature forms, such as riddles, idioms, poems as well. This thesis also uses quantitative research to test the cognitive ability of the Taiwanese and Czech students from 7 to 12 years old with the exercises in the textbooks. The result reveals that the cognition has no significant difference between nationality, first language, and gender. However, the age is the main element that affects the cognitive ability of children. The younger students are worse in finding the differences, matching, and logical reasoning exercises.
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