目前， 現有的針對香港非華語學生的中文教材存在數量有限， 質量參差不齊的問題。筆者認為造成這種現象的原因與在編寫和評估方面缺少理論指導相關。 因此， 為了達到系統且客觀的瞭解現有非華語中文教材的優缺點、 提升非華語學生中文教材的編寫水平,筆者參考了中文二語教材編寫和評估的理論、 原則及相關框架， 建構了適用於香港非華語學生中文教材編寫和評估的理論框架， 即《非華語學生中文教材編寫和評估框架》 。研究同時將框架應用於實踐中， 具體表現為： （1） 根據框架的指引， 評估現有的三套非華語中文教材， 並根據所得結果對框架的內容進行修訂； （2） 根據框架的指引， 編寫適用於課後補習性質中文輔導班的教材並邀請相關領域的前線教師、 專家和學者對教材內容進行評估， 依照評估所得的結果， 進一步修訂和優化框架內容， 從而構建最終版本的框架。研究結果顯示， 依照框架編寫的自編教材內容排布科學， 能夠得到前線教師、 專家及學者的認可。 本研究構建的框架能夠幫助前線教師、 專家及學者編寫和評估針對非華語學生的中文教材。 因為， 非華語學生長期居住在香港社區， 且主要來自於南亞國家，所以框架同時能夠為豐富地域化的教材評估標準做貢獻。All rights reserved.

本研究旨在探討語料庫在古代漢語教學中的多重作用，尤其聚焦於語料庫如何有助於教材編纂、改善教學方法及策略，以及增強學生自學能力三個方面。隨著現有的古代漢語教材在體例、選材和語法概念等方面存在顯著差異，本研究發現定量分析大規模語料的重要性。首先，語料庫提供大量數據，教材製作者或教師可以從中挑選具有代表性及教學價值的素材，確保教材涵蓋古代漢語中重要的語言現象。其次，教師亦可利用語料庫分析其語法結構或詞彙出現的頻率，在教學時輕易地識別須要掌握的重點，並利用語料庫創建互動式學習活動，擺脫以往較傳統的教學方式，增強學習趣味性。最後，語料庫賦予學生更大的自主學習空間，在課堂外學生亦可自行查詢語料庫，其中的搜尋工具和過濾功能允許學生根據自己的學習需求找到相應的語言材料，包括特定的詞彙使用、句式結構或者語法功能等，從而更深入地理解文本和語言運用的方法，並加強學習者在學習過程中的自學及自主研究能力。 Copyright © 2024 香港教育大學.

This study aimed to investigate the relationship between language exposure and Chinese character handwriting (CCW) among 103 non-Chinese speaking (NCS) students in Hong Kong. Specifically, it examined the impact of academic self-concept, including students’ self-perceptions of their Chinese character competence and affect, on the complex learning process of CCW in a multilingual context like Hong Kong. NCS students were invited to complete a writing-to-dictation test, a questionnaire on CCW exposure outside of the classroom, and a self-description questionnaire of academic self-concept. Path analysis was employed to analyse the path models within the constructs. The results revealed that language exposure had both direct and indirect effects on CCW through academic self-concept. Notably, the effect of language exposure on CCW was strongly mediated by competence self-concept but not affect self-concept. This suggests that NCS students evaluate their competence in producing desired outcomes within exposure environments based on their own self-perceptions. Drawing on these empirical findings, the article discusses the educational implications for Chinese as a second language learning and teaching. It emphasizes the significance of tailored instructional methods that can enhance the competence and affective self-concepts of NCS students. By implementing such approaches, students will be better equipped to integrate into diverse multilingual societies. Copyright © 2024 The Author(s).

隨著信息技術的不斷發展，通過自媒體上的教學視頻進行語言學習已經成為一種新的學習方式。本文以國際中文教育為例，對新時期信息技術環境下的自媒體二語教學視頻進行研究。研究問題共有四個： 自媒體二語教學視頻有怎樣的特點？ 自媒體二語教學視頻的優點和不足是什麼？自媒體二語教學視頻如何輔助傳統形式的課堂教學？ 自媒體二語教學視頻如何在內容與製作上更有規範、更有系統化的發展？在研究方法上， 以定性研究為主，定量研究為輔，具體採用問卷調查、訪談法和非參與式課堂觀察法來收集數據。根據數據的分析和討論，得出了最終的結論，回應了研究問題，並進一步提出了自媒體二語教學視頻的教學框架、模型和概念。本文的研究意義是希望幫助自媒體二語教學視頻更好的發展與傳播，成為數字化信息技術時代下主要的網路學習方式和途徑； 幫助拓展網路教與學的空間； 幫助學校的教師更好的使用自媒體二語教學視頻來輔助課堂教學，提高教學效率和教學質量；幫助國際中文教育事業等第二語言教育事業方面的發展和推廣； 幫助發展個性化學習和終身學習，並進一步做到知識共享。All rights reserved.

This chapter examines the focus on life and moral education in the Greater China region, particularly in Hong Kong, in response to global educational changes and talent demands. Emphasizing the cultivation of lifelong learning skills, problem-solving, innovation, conflict resolution, and a sense of responsibility, the Chinese Language curriculum is analyzed for its values elements related to life and moral education. The curriculum in Hong Kong includes learning strands encompassing Chinese culture, morality, and affection, with specific objectives such as moral reasoning, awareness, judgment, sentiment, self-reflection, positive life views, temperament development, and community responsibility. Teaching, learning, and assessment strategies for promoting life and moral education are also explored. Additionally, contemporary and ancient texts, namely “The Back” by Zhu Ziqing and “Love on Lotus Flower” by Zhou Dunyi, are used to illustrate the curriculum's potential for nurturing core competencies, values, and attitudes amidst diverse cultures and ideas. By equipping young individuals with these skills, they are better prepared to navigate future societal challenges and value conflicts. Copyright © 2024 selection and editorial matter, Sin Manw Sophia Lam, John Chi-Kin Lee and Chung Mou Si; individual chapters, the contributors.

There has been global popularity of the Chinese language for the past three decades. With a vast market of 1.4 billion people and enormous business opportunities in China, the Chinese language as a foreign or second language is taught in more than 2,000 universities in over 80 countries and countless primary and secondary schools. Hong Kong as part of China after the handover of sovereignty in 1997, the learning and teaching of the Chinese language as a native language in Hong Kong has experienced remarkable changes throughout the years. Hong Kong used to be a British colony where the East meets the West and played an essential role in bridging the gap between Chinese and Western cultures. For historical reasons, Hong Kong tends to be a bilingual city and advocates trilingual biliterate in education, which means students are encouraged to learn and speak Cantonese (a local dialect), write traditional Chinese characters (versus simplified Chinese characters in Mainland China), Putonghua (Mandarin) and English. In general, English is used in business and public affairs as an official language and Lingua Franca whereas Chinese is another official language used in daily communication. In terms of language education, students learn Chinese because it is their first language and cultural identity while learning English has instrumental values. It is, therefore, Hong Kong society has generally prioritized English over Chinese, and students do not attach much importance to Chinese language learning. This chapter first analyzes the challenges and development of Chinese language learning and teaching in Hong Kong in the past 50 years. It also discusses the controversial issues of language education policies, including the division of Chinese language and literature, the teaching of Classical Chinese, the teaching of Putonghua, medium of instruction (MOI), non-Chinese speaking (NCS) students learning Chinese, aiming to review the Chinese language education in Hong Kong. It is hoped

The study examines the teaching of Chinese characters in Hong Kong primary and secondary schools. Currently, the “learn character through reading text” approach is widely used, but it lacks an explanation of the connection between form, meaning, and sound. This study aims to provide a systematic understanding of word form and meaning through an etymological approach – Systematic Chinese Etymon Acquisition (SCEA). The system helps students understand Classical Chinese and recognize the different meanings of the same character in various texts. The study involved 114 Year 10 students from a local secondary school in Hong Kong. Learning materials aligned with the school's Chinese language curriculum were used for one month. Pre-and post-tests were conducted to assess the students' knowledge of Classical Chinese vocabulary, and questionnaires were administered to gather feedback on the SCEA approach. The data were analyzed using SPSS. The findings revealed that the participants' knowledge of etymology improved significantly. They demonstrated a stronger understanding of the meaning and extended meaning of Chinese characters, as well as an increased awareness of Chinese culture. Based on these results, pedagogical implications for teaching Chinese characters will be proposed. Copyright © 2024 selection and editorial matter, Sin Manw Sophia Lam, John Chi-Kin Lee and Chung Mou Si; individual chapters, the contributors.