EACS-2016. Book of Abstracts

Teaching Chinese as a Foreign Language 21st Biennial Conference of the European Association for Chinese Studies 30 3. Compiles with YCT and HSK requirements to provide further motivation: Fifth Grade: YCT-2 more than 75% of lexicon is covered Sixth Grade: YCT-3 lexicon is covered 98% Ninth Grade: HSK 3 vocabu- lary is fully covered, some part of HSK 4 is introduced. 4. Provides flexible pacing options that allow for varied courses and schedules Li Yan (University of Vienna), Kliem Elisabeth (University of Vienna) Guidance and Motivation: Key Points for Organizing E-tandem Programms Successfully Key words: Chinese as foreign/third language, e-tandem organization, guidance, motivation, inter- cultural communicative competence The e-tandem method, in which two native speakers of different languages communicate together by using online tools with the aim of learning the other’s language, has proven to be of great value for L3 Chinese learning. Engaging students in online exchange programmes does not only help to increase the under-standing of language learning as being ‘intercultural communicative competence’, but also helps to increase the level of authenticity in classroom practices as well as strengthen the connection between classroom teaching and fieldwork in foreign language education (o’Dowd, 2011). Despite these advantages, e-tandem language learning often still remains a supplemen-tary activity instead of being an integrated part of classroom lan- guage learning. In this paper we argue against the common belief and practice of e-tandems being an ‘add-on’ activity for L3 language education. With the example of a Chinese-German e-tandem project between the Univer- sity of Vienna, Austria and Xiangtan University, China, we outline the challenges of e-tandem organization and propose key points and guidelines for organizing e-tandem projects. Our practice and data suggest that guidance and motivation are the main factors for successfully realizing e-tandems: Thus, in this paper we display key factors like the importance of well-prepared kick-off meetings, ongoing support and interac- tion via online platforms for students as well as the role and organization of feedback and tutoring classes. Hence, we conclude, guidance and motivation are the main driving forces to successfully organize e-tandems as well as to finally shift online exchange activities from the outskirts to the core of L3 language learning programmes. Rukodelnikova Mariia (Russian State University for the Humanities) The Problem of Motivating Secondary School Pupils to Learn Chinese: Some Constructive Ideas on How to Resolve This in a New Series of Chinese Textbooks Key words: Chinese as a Foreign Language, secondary school, Chinese textbooks, motivation, class activities Chinese is one of the six languages which are currently being studied in Russian schools as a second or third language. While teaching Chinese, we have noticed that for many children interest in learning Chinese diminishes over time. This may be due to the cognitive impenetrability of language perception, indeed, or perceived impenetrability of the language. Moreover, there are problems with our traditional methods of teaching. For whatever reason, many students drift away from Chinese. The indifferent student cannot learn the language well, especially if he or she doesn't understand the reason why they are studying a certain topic, and how it might benefit them now or in future life. To increase interest in the subject, we have used both the cognitive and social incentives. Social motivation to achieve success in learning Chinese is supported by passing the YCT and HSK tests. We also sought to strengthen the cognitive motivation. In addition to sections on lingua-cultural studies, arts and crafts, we have included linguistic tasks and language games for the first time in a Chinese textbook for Fifth to Sixth grades. By solving linguistic tasks, pupils enjoy learning about the correct structure of Chinese, and are stimulated by a desire to learn more about charac- ters, grammar, lexicon. Sections “Let’s play” and “Chinese puzzle”, to be used in almost every lesson also stimulate the learning activity in class. Furthermore, students motivated on their success and achievements