3.5.4 Speaking Competence

3.5.4 Speaking Competence

3.4.3.1 General speaking competence

  • Wang, Yingpin (2007): Mündliche kommunikative Fähigkeiten chinesischer Deutschlerner. Probleme und Perspektive. München: IUDICIUM. Online verfügbar unter http://deposit.d-nb.de/cgi-bin/dokserv?id=2961137&prov=M&dok_var=1&dok_ext=htm.
  • Zhao Lei (2008): duiwai hanyu kouyu jiaoxue mubiao de shixian 对外汉语口语教学目标的实现. In: Hanyu Xuexi (6).

3.4.3.2 Chinese pronounciation

  • Chen, Berlin; Hsu, Yao-Chi (2019): Mandarin Chinese Mispronunciation Detection and Diagnosis Leveraging Deep Neural Network Based Acoustic Modeling and Training Techniques. In: Xiaofei Lu und Berlin Chen (Hg.): Computational and Corpus Approaches to Chinese Language Learning. Singapore: Springer Singapore (Chinese Language Learning Sciences), S. 217–234.
  • Chiao, Wei; Brexendorff, Heidi (1984): Schwierigkeiten beim Erlernen der chinesischen Phonetik. In: CHUN – Chinesischunterricht
  • Chun, D. M.; Jiang, Y.; Meyr, J.; Yang, R. (2015): Acquisition of L2 Mandarin Chinese tones with learner-created tone visualizations. In: Journal of Second Language Pronunciation 1 (1), S. 86–114.
  • EDKINS, J. (2016): PROGRESSIVE LESSONS IN THE CHINESE SPOKEN LANGUAGE. With lists of common words and phrases, and… an appendix containing the laws of tones. [S.l.]: FORGOTTEN BOOKS.
  • He, Yunjuan; Wayland, Ratree (2013): Identification of Mandarin coarticulated tones by inexperienced and experienced English learners of Mandarin. In: Chinese as a Second Language Research 1 (2), S. 1–23.
  • Hunold, Cordula (2004): Probleme der chinesischen Phonetik für deutsche Chinesischlernende. In: CHUN – Chinesischunterricht 19, S. 33–48. Online verfügbar unter http://www.fachverband-chinesisch.de/fachverbandchinesischev/fachzeitschriftchun/Datei/CHUN_Hunold_chin%20Phon.pdf.
  • Jin, Meiling (2016): Wieso sagen Lernende zāi-jiān statt zàijiàn? In: CHUN – Chinesischunterricht 31, S. 70–81.
  • Liu, Jiang (2019): Teaching Chinese Pronunciation. Explanation, Expectation, and Implementation. In: Chris Shei, Monica McLellan Zikpi und Der-Lin Chao (Hg.): The Routledge Handbook of Chinese Language Teaching: Routledge.
  • Mao Shizhen (2002): Duiwai Hanyu jiaoxue yuyin ceshi yanjiu 对外汉语教学语音测试研究. Beijing: Zhongguo shehui kexue chubanshe 中国社会科学出版社.
  • Peng, Xiaoming (1992): Erfahrungen beim Lehren der Phonetik der chinesischen Standardsprache in der chinesischen Schule in Bonn. In: CHUN – Chinesischunterricht
  • Piasek, Martin (1989): Gesprochenes Chinesisch. Gesprächstexte mit interlinearer Aussprachebezeichnung und deutscher Übersetzung, ergänzt durch Lautlehre und Minimumgrammatik. Unveränd. Nachdr. d. 1.Aufl. 1974. München: Hueber (Sprachen der Welt).
  • Rohr, Jessica (2014): Training naïve learners to identify Chinese tone: An inductive approach. In: Nan Jiang (Hg.): Advances in Chinese as a Second Language. Acquisition and Processing. Newcastle upon Tyne: Cambridge Scholars Publishing, S. 158–178.
  • Shi, Ji (2007): On Teaching Tone Three in Mandarin. In: Journal of the Chinese Language Teachers Association 42 (2), S. 1–10.
  • Sparvoli, Carlotta (2017): From Phonological Studies to Teaching Mandarin Tone. Some Perspectives on the Revision of the Tonal Inventory. In: Istvan Kecskes und Chaofen Sun (Hg.): Key Issues In Chinese as a Second Language Research. New York, NY : Routledge, [2017]: Routledge, S. 81–100.
  • Tao, Liang; Bond, Zinny Beutner Michael (2006): Speech Recognition Technology in the Instruction of Mandarin Chinese. In: Journal of the Chinese Language Teachers Association 41 (3), S. 57–88.
  • Tsao, Chang-Chen (2007): Phonetiktraining als sinnvolle Ergänzung zum Chinesischunterricht. In: CHUN – Chinesischunterricht 22, S. 196–201.
  • Yang, Bei (2012): The gap between the perception and production of tones by American Learners of Mandarin: An intralingual perspective. In: Chinese as a Second Language Research 1 (1), S. 33–55.
  • Yang, Bei (2019): Some Explicit Linguistic Knowledge for Chinese Pronunciation Teaching. In: Chris Shei, Monica McLellan Zikpi und Der-Lin Chao (Hg.): The Routledge Handbook of Chinese Language Teaching: Routledge.
  • Yang, Chunsheng (2013): Acquiring the pitch patterns of L2 Mandarin Chinese. In: Chinese as a Second Language Research 2 (2), S. 221–243.
  • Yang, Chunsheng (2019): Teaching Chinese Intonation and Rhythm. In: Chris Shei, Monica McLellan Zikpi und Der-Lin Chao (Hg.): The Routledge Handbook of Chinese Language Teaching: Routledge.
  • Zhang, Hang (2018): Current trends in research of Chinese sound acquisition. In: Chuanren Ke (Hg.): The Routledge Handbook of Chinese Second Language Acquisition. Milton: Routledge (Routledge Language Handbooks), S. 217–233.
  • Zhang, Hang (2019): Teaching Chinese Tones. In: Chris Shei, Monica McLellan Zikpi und Der-Lin Chao (Hg.): The Routledge Handbook of Chinese Language Teaching: Routledge.
  • Zhang, Yan (2008): 德国人学汉语的声调问题. Deguoren xue Hanyu de shengdiao wenti. In: CHUN – Chinesischunterricht

3.4.3.3 Oral text production

  • Bo, Yixian (1985): Bildbeschreibung – Einsatz von Bildern und Karikaturen in der Konversationsstunde. In: CHUN – Chinesischunterricht 2, S. 21–33.
  • CHEN, Xixi (2009): 关于提高德国高校中级汉语口语课堂效率的思考. Guanyu tigao Deguo gaoxiao zhongji Hanyu kouyu ketang xiaolü sikao. In: CHUN – Chinesischunterricht
  • Jin, Hong Gang (2004): The role of formulaic speech in teaching and learning patterned Chinese structures. In: Journal of the Chinese Language Teachers Association 39 (1), S. 45–62.
  • Li Xiaoqi (Hg.) (2006): duiwai hanyu kouyu jiaoxue yanjiu 对外汉语口语教学研究. Beijing: Shangwu yinshuguan.
  • Liao, Jianling (2018): Acquisition and assessment of L2 Chinese speaking. In: Chuanren Ke (Hg.): The Routledge Handbook of Chinese Second Language Acquisition. Milton: Routledge (Routledge Language Handbooks), S. 234–260.
  • Liu, Meiru (2019): Analysis on Models of Teaching Spoken Chinese as a Foreign Language. In: Chris Shei, Monica McLellan Zikpi und Der-Lin Chao (Hg.): The Routledge Handbook of Chinese Language Teaching: Routledge.
  • Liu, Yue (2019): Disfluency in L2 Chinese Academic Oral Presentations and Formulaic Language Instruction. In: Hongyin Tao und Howard Hao-Jan Chen (Hg.): Chinese for Specific and Professional Purposes. Theory, Pedagogical Applications, and Practices. 1st ed. Singapore: Springer Singapore (Chinese Language Learning Sciences), S. 95–130.
  • Lutz, Marion (1995): Einige Bemerkungen zum flüssigen Ausdrucksvermögen von Lernern der chinesischen Sprache als Kriterium bei der Leistungsbewertung. In: CHUN – Chinesischunterricht
  • Piasek, Martin (1989): Gesprochenes Chinesisch. Gesprächstexte mit interlinearer Aussprachebezeichnung und deutscher Übersetzung, ergänzt durch Lautlehre und Minimumgrammatik. Unveränd. Nachdr. d. 1.Aufl. 1974. München: Hueber (Sprachen der Welt).
  • Poole, Frederick; Sung, Koyin (2015): Three approaches to beginning Chinese instruction and their effects on oral development and character recognition. In: Eurasian Journal of Applied Linguistics 1 (1), S. 59–75. DOI: 10.32601/ejal.460599.
  • Shi, Lijing; Stickler, Ursula (2019): Using Technology to Learn to Speak Chinese. In: Chris Shei, Monica McLellan Zikpi und Der-Lin Chao (Hg.): The Routledge Handbook of Chinese Language Teaching: Routledge.
  • Taguchi, Naoko; Li, Shuai; Xiao, Feng (2013): Production of formulaic expressions in L2 Chinese: A developmental investigation in a study abroad context. In: Chinese as a Second Language Research 2 (1), S. 23–59.
  • Teng Jihai (1997): duiwai hanyu jiaoxue zhong yige burong hushi de wenti – tan langdu he langdu jiqiao 对外汉语教学中一个不容忽视的问题——谈朗读和朗读技巧. In: Hanyu Xuexi (6).
  • Waltz, Terry (2015): TPRS [Teaching Proficiency through Reading and Storytelling] with Chinese Characteristics: Squid for Brains.
  • Wang, Dan (2017): Self- and Peer Assessment of Oral Presentation in Advanced Chinese Classrooms: An Exploratory Study. In: Dongbo Zhang und Chin-Hsi Lin (Hg.): Chinese as a Second Language Assessment: Springer (Chinese Language Learning Sciences), S. 271–286.
  • Wang, Jun; An, Na; Wright, Clare (2018): Enhancing beginner learners’ oral proficiency in a flipped Chinese foreign language classroom. In: Computer Assisted Language Learning 31 (5-6), S. 490–521. DOI: 10.1080/09588221.2017.1417872.
  • Wang, Picheng (2011): Elementarstrukturen von Dialogen in Grundstufenlehrwerken der chinesischen Umgangssprache und ihre Bedeutung für die Lehrwerks- konzeption. In: CHUN – Chinesischunterricht 26, S. 81–97.
  • WU, Ching-Hsuan (2009): Teaching advanced spoken Chinese. Integration of accuracy and cultural awareness in word choice. In: CHUN – Chinesischunterricht
  • Xie, Ying; Chen, Yan; Ryder, Lan Hui (2019): Effects of using mobile-based virtual reality on Chinese L2 students’ oral proficiency. In: Computer Assisted Language Learning, S. 1–21. DOI: 10.1080/09588221.2019.1604551.
  • Yang Huiyuan (1996): hanyu tingli shuohua jiaoxuefa 汉语听力说话教学法. Beijing: Beijing yuyan xueyuan chubanshe 北京语言学院出版社.

3.4.3.4 Discursive speaking

  • Chang Jingyu (1994): tan liuxuesheng de Hanyu jiaoji nengli de peiyang 谈留学生的汉语交际能力的培养. In: Hanyu Xuexi (4).
  • EDKINS, J. (2016): PROGRESSIVE LESSONS IN THE CHINESE SPOKEN LANGUAGE. With lists of common words and phrases, and… an appendix containing the laws of tones. [S.l.]: FORGOTTEN BOOKS.
  • He, Agnes, Weiyun (2018): A non-linear view on interactional competence: speaking Chinese as a heritage language. In: Chuanren Ke (Hg.): The Routledge Handbook of Chinese Second Language Acquisition. Milton: Routledge (Routledge Language Handbooks), S. 336–351.
  • Jiang Liping (2007): guanyu goujian “yi peiyang jiaoji nengli wei mubiao” de duiwai Hanyu jiaoxue kuangjia de sikao 关于构建“以培养交际能力为目标”的对外汉语教学框架的思考. In: Hanyu Xuexi (1).
  • Jin, Hong Gang (2004): The role of formulaic speech in teaching and learning patterned Chinese structures. In: Journal of the Chinese Language Teachers Association 39 (1), S. 45–62.
  • Jin, Li (2012): When in China, do as the Chinese do? Learning compliment responding in a study abroad program. In: Chinese as a Second Language Research 1 (2).
  • Li Xiaoqi (Hg.) (2006): duiwai hanyu kouyu jiaoxue yanjiu 对外汉语口语教学研究. Beijing: Shangwu yinshuguan.
  • Liao, Jianling (2018): Acquisition and assessment of L2 Chinese speaking. In: Chuanren Ke (Hg.): The Routledge Handbook of Chinese Second Language Acquisition. Milton: Routledge (Routledge Language Handbooks), S. 234–260.
  • Tao, Hongyin (2015): Teaching Students to be Discourse Pragmatics: Practices in an L 2 Chinese Linguistics Class. In: CHUN – Chinesischunterricht 30, S. 30–51.
  • Wang, Yingpin (2007): Mündliche kommunikative Fähigkeiten chinesischer Deutschlerner. Probleme und Perspektive. München: IUDICIUM. Online verfügbar unter http://deposit.d-nb.de/cgi-bin/dokserv?id=2961137&prov=M&dok_var=1&dok_ext=htm.
  • Wen, Xiaohong (2008): Teaching listening and speaking: An interactive approach. In: Michael E. Everson und Yun Xiao (Hg.): Teaching Chinese as a Foreign Language. Theories and Applications. Boston: Cheng & Tsui Company, S. 131–150.
  • Xiao, Yun (2008): Teaching Chinese Orthography and Discourse. In: Michael E. Everson und Yun Xiao (Hg.): Teaching Chinese as a Foreign Language. Theories and Applications. Boston: Cheng & Tsui Company, S. 113–130.
  • Yang Huiyuan (1996): hanyu tingli shuohua jiaoxuefa 汉语听力说话教学法. Beijing: Beijing yuyan xueyuan chubanshe 北京语言学院出版社.