Teaching Chinese pronunciation in Canadian universities: an analysis of a textbook and teachers' perspectives

dc.contributor.authorWang, Zhuangyuan
dc.contributor.supervisorNassaji, Hossein
dc.contributor.supervisorTian, Jun
dc.date.accessioned2021-09-29T00:07:08Z
dc.date.available2021-09-29T00:07:08Z
dc.date.copyright2021en_US
dc.date.issued2021-09-28
dc.degree.departmentDepartment of Pacific and Asian Studiesen_US
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractA long Canadian tradition has promoted the rise of multicultural education. In this multicultural society, ways to deal with the cultural differences in the teaching of Chinese to students with various backgrounds and needs have always been a challenging task. A review of the literature revealed that little research has focused on Chinese pronunciation teaching in Canada. In order to understand the teaching of Chinese pronunciation in Canadian universities, this study examines Integrated Chinese (Liu, Yao, et al., 2016), a Chinese textbook widely used in Canada. The study also qualitatively analyses two teachers' self-evaluations and their teaching experiences, as gathered from surveys and interviews. The results of the study aim to inform both seasoned and novice teachers in their work in the Canadian post-secondary context and to offer practical pedagogical recommendations for consideration.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/13417
dc.languageEnglisheng
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectChinese Pronunciation Teaching in Canadaen_US
dc.subjectPinyin Teachingen_US
dc.subjectIntegrated Chineseen_US
dc.subjectTeaching Challengesen_US
dc.titleTeaching Chinese pronunciation in Canadian universities: an analysis of a textbook and teachers' perspectivesen_US
dc.typeThesisen_US

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