mandarin Chinese – Learn Mandarin Chinese

Online mandarin learning: common choice for your guys!

Mandarin is the common language of Chinese, Online mandarin learning also!
On November 24, 2001, the Putonghua Education Research and Development Center of the Chinese University of Hong Kong held a Putonghua Education Forum. Two business friends were invited to host a short speech;

Mr. Wang Wei of the group. Mr. Wu told everyone this experience: Recently, when he went to Xingma for business, the local Chinese like to talk to him in Mandarin (Mandarin), thinking that it is kind enough and it is easy to establish a relationship of mutual trust.

Mr. Wu also said that some talents who came back from the United States and Canada to Hong Kong, or professionals who lost their jobs due to layoffs, partly regretted that they could not catch the economic express train of China’s accession to the WTO because of their poor Mandarin. Based on his experience in job hunting and service in the Mainland,

Mr. Wang told us that Mandarin has opened up his career, won the trust of clients, and established a good cooperative relationship.

The son of one of my colleagues had just returned to Hong Kong from a vacation at the University of Melbourne in Australia, and he couldn’t wait to ask his mother to find a Mandarin teacher for him.

Native language rights are a beautiful misunderstanding

“Mother tongue” is the language learned from the mother, and it is usually the family language. When it comes to the benefits of the mother tongue, anyone can cite a lot: comfort, naturalness, kindness, etc.

so it is no wonder that some people think that the mother tongue is a basic human right, and even insist on the mother tongue Education, and in Hong Kong, a Cantonese community, learning Cantonese is a matter of course.

It’s a pity that the so-called “native language teaching” in Hong Kong is just a misunderstanding: we speak Cantonese, but read and write standard written language, and it is difficult for Hong Kong people to fully accept Cantonese.

This phenomenon of separation of language and writing is projected on education, which does not meet the requirements of mother tongue teaching. It can be said that mother tongue teaching has never been really implemented in Hong Kong.

why?

The reason is that family language, communication language, working language, academic language and teaching language are often not integrated.

Facts tell us that language policy and teaching language policy are determined by factors such as politics, economy, culture and the user population, not by personal factors. Love and hate and transfer.
English as the teaching language is conducive to creating an environment for language learning and comprehensively improving students’ English proficiency.

The use of Putonghua as the medium of instruction has the same assumptions as the use of English as the medium of instruction.

If we are not worried that teaching Chinese in English will weaken students’ Chinese ability and hinder their understanding of Chinese culture, we are worried that teaching Chinese in Mandarin will affect dialect culture. This is a double standard.

Those who oppose teaching Chinese in Putonghua think that the teaching of Putonghua and Chinese subjects are two different things.

This phenomenon of separation of language (Mandarin) and Wen (modern Chinese written language) is the reality of Chinese teaching in Hong Kong and the result of long-term maintenance of dialect teaching, but it does not adapt to the current social development. Let’s think about it: What is the main goal of Chinese teaching?

Isn’t it to help students master the ability to listen, speak, read and write standard language?

Is Chinese teaching that cannot help students complete standard language education considered effective Chinese teaching?

Putonghua is currently an independent subject, and it is difficult to play its role under limited resources and conditions.

We should look at the planning of Online mandarin learning as a whole, make reasonable arrangements for the long-term development needs of students, and let Chinese teaching realize its due goals.

However, the language skills and creativity of Hong Kong students have always been criticized, and they may not necessarily surpass those in Beijing, Shanghai, and Taiwan. Putonghua and Cantonese belong to the same Chinese system and share a common written foundation, but they differ greatly in pronunciation, spoken grammar and vocabulary.

Many schools that are currently teaching Chinese in Putonghua told us that after one or two months, students can already understand the teacher’s Putonghua explanations, and some students can’t keep up verbally. It does not mean that their minds are not active.

This generalized observation ignores the fact that language listening, speaking, reading, and writing do not necessarily develop simultaneously.

In recent years, there has been a saying in the education circle: In the Putonghua community, there are people who can speak Mandarin but have very poor reading and writing skills.

Therefore, it is not necessarily true that teaching Chinese in Putonghua can improve students’ Chinese ability. Teaching Chinese in Mandarin is indeed not the only effective way to improve students’ Chinese ability, but students should listen to and speak more Mandarin.

Is it possible to evaluate Chinese ability by only reading and writing indicators, or adding an indicator of Cantonese ability?

From 1997 to the present, we have done several surveys, and we have also visited the classroom many times to discuss with teachers and students the issue of teaching Chinese in Putonghua.

According to the responses of teachers and students, teaching Chinese in Putonghua has brought the following benefits: improving the ability of listening and speaking of Putonghua, enhancing the ability to express standard written language, enhancing the language sense of modern Chinese, and increasing the interest in learning Chinese styles.

In particular, the earlier the teaching of Mandarin is started, the better the students’ Mandarin ability will be developed. We believe that language ability is affected by many factors, including intelligence, motivation, language habits, learning patterns, etc.

Therefore, we do not agree that teaching Chinese in Putonghua can greatly improve the Chinese level of local students and completely solve the problem of language education.

Under the simultaneous planning of oral education, at least the distance between the two has been shortened, so that students can develop their standard oral English ability early and avoid repeating the painful experience of adults learning language.

If the listening and speaking ability is not developed in time, it will cause great obstacles to communication.

If a student’s Mandarin ability has matured in primary and junior high school, we can shorten the Mandarin curriculum, saving useful time and resources for Online mandarin learning.

Primary 2 mandarin tuition: proper teacher how to be?

What are the requirements to be a Mandarin tutor?It is difficult to find a Primary 2 mandarin tuition, but it is not easy.
The reason why I say this is because this major is easy to learn but difficult to master. Just think about it, even if you can speak Cantonese yourself, do you have the confidence to teach this language to others? Next, let’s take a look at what it takes to be a competent Mandarin tutor.

Language proficiency

Mandarin contains a variety of dialects, mainly from the southwestern and northern regions of China.
Nearly a billion people speak it as their first or second language. Unless you are lucky enough to speak Mandarin fluently, your first step in becoming a Mandarin tutor is to learn the language.
You can do this with language courses or with your own personal tutor, but many experts recommend that teachers learn the foreign language in their country of origin.
You also have to develop your teacher skills. There are many courses and programs you can take online and in person to earn a teaching degree or certificate, many of which are geared toward teaching foreign languages.
Whether you plan to teach students one-on-one or tutor an entire class, it’s important to understand the basics in teaching.

Teaching experience

Teaching experience is very helpful, but not required. Beyond practical skills, if you want to be a Mandarin tutor, you need to find a way to source and screen prospective students.
As a Mandarin tutor, you develop lessons, which include designing step-by-step lesson plans to fit your specific class schedule. You must develop testing and assessment procedures to ensure that your students actually learn the material.

Designate teaching objects

The curriculum that is developed depends largely on your students. For example, if you wish to be a Mandarin tutor with only one-on-one adult students, the lesson plan you develop may be very different from the lesson plan you develop for a large class of mixed-age students.
Therefore, before embarking on your quest to become a Mandarin tutor, it is important to consider what type of students you intend to teach.

While most teaching and language skills can be learned, there is no substitute for experience.
Before you tutor yourself, you might consider serving as a student teacher for a while. Consider advertising at local colleges and universities, and place an ad in your local newspaper.
Social networking sites are also invaluable in finding potential students. Be a member of different forums or other sites that may attract people with a particular interest in the Primary 2 mandarin tuition and ensure that other members are aware of your tutor wishes.
“Your Mandarin level is really poor, how could it be so poor?”

Xu Li (pseudonym) couldn’t help teasing her classmates when they couldn’t describe a simple idiom.

Xu Li, who was born in Hong Kong, taught Mandarin in Hong Kong for 4 years. Xu Li started teaching initials and finals, and guided students to upgrade step by step to fight monsters and overcome language barriers.
“Not all students like to learn Mandarin, but they especially like my Mandarin class.”

Since Hong Kong’s return to the motherland, Putonghua has become one of the core courses in primary and secondary schools in Hong Kong, and the SAR government has also begun to train Putonghua teachers.
In 2009, Hong Kong’s senior high school reformed its academic system, and the Putonghua curriculum covers Primary One to Secondary Three (equivalent to the Mainland’s third grade—reporter’s note).
Public institutions are the main force in teaching Mandarin courses.

In 2014, after graduating with a master’s degree in Chinese Education, Xu Li joined the Chinese Department of a college affiliated to her alma mater as a teacher. She mainly teaches three courses: Practical Mandarin, Mandarin Communication and Communication, and Chinese Reading and Writing.
Most of the students enter colleges and universities to study courses because of their unsatisfactory grades in the middle school graduation examination.
The pronunciation, vocabulary, and grammar of Mandarin are different from Cantonese.
Whether in class or between classes, Hong Kong students whose native language is Cantonese always communicate with Xu Li in Cantonese.
When answering questions, when encountering situations that cannot be expressed in Mandarin, students always throw out a sentence in Cantonese and ask Xu Li to translate it.

“Please speak Mandarin with me.” Xu Li asked the students to communicate in Mandarin throughout the Mandarin course.

Slowly, Xu Li worked out a set of advanced course content. In the first class, Xu Li evaluated the students’ Mandarin foundation based on the students’ self-introduction. If the average level of the students in the class is not good, she will start from the simplest initials and finals, and then guide the students to translate between Cantonese and Mandarin and practice in context.
If most of the students have a certain foundation in Mandarin, she will teach them step by step in the order of vocabulary, sentences, and context.

In her class, there are generally about 30 students, and each class is 3 hours. According to the allocation ratio of Sanqi, Xu Li always guides students to give seven points and herself three points in course design.
“Students need to speak a lot to practice using the language.”
She found that sometimes students did not speak very well, but instead stimulated the attention and enthusiasm of other students. “Among the laughter, I realized that half of the ten classmates would not make the same mistake.”

But some mistakes are difficult to correct for a while. The student nodded after being corrected, and continued to make the same mistake next time.

For example, when Hong Kong students express “you eat first” and “you go first”, they always say “you eat first” and “you go first”. This is because in Cantonese grammar, adverbs often come after verbs, that is, “you eat first” and “you walk first”.

Another habit that cannot be broken is that students like to add the word “then” at the beginning of every sentence. Xu Li explained that it is easier for students to learn Taiwanese Mandarin because Cantonese and Taipu have no tongue-twisting sounds. Influenced by Taiwanese culture, Hong Kong students like to start a sentence with “then”.

“Many students work very hard, and their notes are filled with pinyin.” Xu Li observed that after the oral English practice in class, some students would practice oral English by themselves after returning home.
Two weeks before the Primary 2 mandarin tuition final exam, she will announce the exam questions of 6 scenarios in advance, and the students will prepare them by themselves. During the exam, the students selected one of the topics and expressed it one-on-one in front of her.
“I will design some spoken language scenarios, for example, if you are the sales manager of a restaurant, what should you do when a customer is dissatisfied.”

Some diligent people thought out the answers to the six scenes in advance, wrote them down on paper, and began to recite them.
Xu Li always guides them not to use this method as much as possible: “What is written on the paper is written language, and I hope what they speak is spoken language.”

In her spare time, Xu Li once asked her students: “What are your hobbies?”

One of the answers is “look at the original novels on Qidian Chinese.com”.

Xu Li herself reads it every day, and reads a chapter or two when she suffers from insomnia. “This is a cultural exchange and a student’s hobby, but it works.”

In class, Xu Li does not deliberately teach simplified characters, and students rarely read mainland newspapers, but students can basically understand the original novels of Qidian Chinese website.
Some new Internet vocabulary, such as “very good” and “moving bricks”, Hong Kong students may not be able to react for a while, but in the context, it is easy to understand.
“There is no problem in reading, but I just don’t understand pinyin to text.” Chen Ke (pseudonym), born in 1997, is a student of Xu Li’s class of 2015.
When he was studying in Hong Kong, he went to Tsinghua University for exchange and also worked as an intern at CCTV.

As early as in elementary and middle school, Chen Ke had already learned Mandarin.

Putonghua has been a core subject in Hong Kong primary schools since 1998. Students enrolled in 1998 and later will learn Mandarin from the first grade of primary school to the third grade of junior high school.
In 2000, Putonghua became a subject of the Hong Kong Certificate of Education Examination. Primary 2 mandarin tuition become more and more useful.

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primary 2 mandarin tuition: cost or speed right now!

How to choose a primary 2 mandarin tuition class? In the third grade of elementary school, the reading is advanced, and students are also beginning to face the challenge of composition.
Many parents want to enroll their children in private composition remedial classes and composition camps outside the school classroom, and make arrangements for the entrance examination in advance.
There are many types of composition classes in the market, and the demands are also different. How to find the most suitable composition class for your child? Below is advice from schools and remedial teachers.
The child can’t speak Mandarin well? Let’s take a look at the primary 2 mandarin tuition in Hong Kong…

Children learning Mandarin will be delighted to discover that Mandarin has no verb conjugations and no irregular spelling or grammar.
That said, Mandarin has a reputation for being a challenging language—so, for parents interested in having their kids learn Mandarin, we’ll take a look at the challenges and how to address them.
 Chinese characters

Let’s start with one of the biggest challenges in learning Mandarin – the Chinese characters.
Unlike English, Spanish, French, German, and other European languages, Mandarin Chinese is written using glyphs, or pictographs, in which one or a few characters represent a word.

Although Chinese has more than 80,000 “hanzi” or Chinese characters, it is said that learning the 1,000 most commonly used characters covers 92% of the written language.
Pinyin is the official romanization of Mandarin Chinese and helps students understand the pronunciation of words.

Chinese has two types of characters – Traditional and Simplified. Simplified characters were introduced by the Chinese government in the 1950s as a way to increase literacy.
As the name suggests, simplified characters generally have fewer strokes and are easier to learn and write.

Simplified characters are used in Mainland China, Singapore and Malaysia. Traditional characters are used in Hong Kong, Taiwan and Macau.

Simplified characters are taught in most Mandarin courses in the United States. How are the roles different?

Some words, such as you (you) are the same in both traditional and simplified Chinese. Other characters are quite different — for example, body is a simplified version of body.
Hong Kong Chinese tutoring online courses have over 80,000 different Chinese characters – it sounds overwhelming. However, 1,000 commonly used Chinese characters are estimated to cover 92% of written information, and 3,000 Chinese characters are estimated to cover 99%.

Most college-educated adults use about 5,000 words in their daily life, work and study, and it is said that they only need about 3,500 to read China Daily.

challenge? Unlike English, where you can pronounce an unknown word using pinyin, for starters, Chinese characters give you no clues about how the word is pronounced or what it means.

To help cross that bridge, beginner books often spell out words in Pinyin, the official Roman phonetic system for Standard Chinese in mainland China, so students can learn to pronounce characters when they don’t know them.

 Idioms

China’s rich history and its wealth of stories and poems has led to the frequent use of idioms in speech.
These idioms can often be quoted in short phrases in conversation, and unless you know the idiom, it can be difficult to understand the meaning. For example, if you say “I threw a brick” at a business meeting, it sounds like an act of hostility. In fact, it references the Chinese idiom “throwing bricks to attract jade”.

In this context, it means “I offer some clichés to start with so others can offer valuable input.” It can be a very useful idiom once you know what it means.

Listen to Mandarin as much as possible
For the first month or two, just focus on listening.

Start by focusing on listening. Just getting used to the sound. You should read whatever you’re listening to, but do so using a phonetic writing system such as pinyin to better understand what you’re hearing. You’ll eventually have to learn the characters, but you can leave them alone and try to gain a little momentum in the language.

Take the time to memorize Chinese characters

Learning Chinese, Mandarin, is a long-term project. It will expose you to the languages and cultures of over 20% of humanity and have had a major impact on world history. For this reason, I always recommend learning Chinese characters if you are going to learn the language.
Once you decide to learn Chinese characters, study them every day. Spend half an hour to an hour every day learning Chinese characters. Use whatever method you want, but set aside a dedicated character study time each day. Why every day? Since you forget the characters almost as quickly as you learn them, you need to relearn them again and again.

You might want to use Anki or some other modern computer learning system. I developed my own spaced repetition system. I have a set of 1,000 little cardboard flashcards of the most common 1000 characters. I have a few sheets of graph paper to practice writing these characters.

I would take a card and write the character 10 times in one column on graph paper, then write the meaning or pronunciation in a few columns. Then I’d grab another flashcard and do the same thing.

Soon I encountered the meaning or sound of the previous character I wrote there.

Then I wrote that character a few more times, hopefully before I completely forget about primary 2 mandarin tuition.

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