The study aimed to explore the effectiveness and both teachers' and students' acceptance of using three types of e-learning activities, namely online teaching videos, Internet resources, and digital games, to learn classical Chinese (CC) in the out-of-class context. Thirteen Chinese language teachers and 551 students from five secondary schools in Hong Kong participated in the study on a voluntary basis. The findings of pre- and post-test comparisons indicated that students used CC reading strategies more frequently, improved their self-efficacy and intrinsic motivation in CC reading, and participated in more self-learning activities after using the e-learning activities. User acceptance of e-learning activities was examined based on the Technology Acceptance Model (TAM). Findings of regression analysis and structural equation modeling generally support the hypothesized TAM, suggesting that students' perception of the e-learning activities would affect their intentional use, and, in turn, their actual use of the e-learning activities. Students' perceived playfulness and teacher encouragement of the e-learning activities were the most critical reasons for them to accept and participate in the activities. Implications of the findings are discussed to provide insights into the applicability of using e-learning as a new learning approach in a traditional school subject.本研究旨在探討在課外使用三類電子學習活動（包括網上教學短片、互聯網資源及網上遊戲平台）對促進學生學習文言文的成效以及教師和學生對於這些課外電子學習活動的接受程度。研究共有來自5所香港中學的13名教師及551名學生自願參與。比較學生填寫的前、後測問卷結果，學生採用了這些電子學習活動之後，增加了使用文言文的閱讀策略，提高了閱讀文言文的自我效能感和內在動機，以及較以往更經常參與了文言文的自學活動。本研究同時以科技接受模型為理論基礎探討使用者對這些文言文課外電子活動的接受程度，多元迴歸分析及結構方程模型的統計結果支持本研究的假設模型，證明學生對這些電子活動的觀感會影響他們的使用意願，再進而影響他們的實際使用量，在眾多因素之中，學生對電子活動的趣味觀感和教師鼓勵是影響他們接受和參與這些活動最關鍵的因素，本研究的結果對於在學習文言文這傳統學科採用電子學習這種新的學習模式的可行性有重要的啟示。 Copyright © 2021 世界華語文教育學會.

This study examined how a dialogic reading (DR) program with a component of multisensory learning (MS) of Chinese characters improved early Chinese reading and writing skills in L2 Chinese-speaking kindergarteners in Hong Kong. The DR + MS program was compared to the same DR program but focusing on morphological awareness (MA) training. A total of 118 3- to 4-year-old L2 Chinese-speaking kindergartners were recruited for the study. These children were randomly assigned to one of three separate training groups: DR + MS, DR + MA, and DR alone as a control group: Before and after a 12-week training session, all participating children were tested on a range of Chinese words reading and writing-related skills. The DR + MS group demonstrated the strongest growth in Chinese word reading and writing skills. The DR + MA group showed a trend toward greater improvement in Chinese vocabulary knowledge. These results demonstrated enjoyable ways to develop Chinese early literacy skills. Copyright © 2021 ACTFL.

IB課程中的漢語教學是國際漢語教學多樣化類別中的一個分支。在教學理念、教學方法、評估考核等方面，IB漢語教學均體現了IB的核心理念和特質，這對IB漢語師資的培訓提出了更高的目標和要求。本文結合IB課程理念及漢語作為第二語言教學理論，以香港教育大學漢語師資培訓課程作為個案，探索IB漢語師資培訓課程的任務和發展方向，為國際漢語教學的課程發展和師資培訓提供參考。 International Baccalaureate (IB) Chinese curriculum is a branch of the diversified international Chinese teaching. IB Chinese teaching should reflect the IB core concepts and attributes in teaching philosophy, teaching methods and assessment. This sets higher goals and requirements for the Chinese teaching training programme. Incorporating the concepts of IB and the theory of CSL teaching, this paper explores the mission and development direction of the IB Chinese teacher training programme by sharing the experience in The Education University of Hong Kong. Copyright © 2021 北京語言大學.

Cantonese Jyutping romanization is indispensable for effective teaching of Chinese as a second language in Hong Kong, a predominantly Cantonese-speaking city. Jyutping functions both as an auxiliary system that allows non-Chinese-speaking (NCS) students to read and write Cantonese words without knowing the characters, and a convenient way to input Chinese characters on digital devices. This chapter outlines the course structure of a 13-week intervention program that aims at teaching Jyutping typing to NCS students in Hong Kong. The intervention program was run three times, and the design was modified after each test-run to work around different pedagogical and linguistic issues. After the first intervention, hands-on typing sessions were added to every meeting, and the teaching order of Jyutping elements and teaching plans were also adjusted. These changes improved the overall effectiveness of the intervention. Two error analyses from post-tests of the second and third interventions show that the onsets z- and c- are the most problematic elements to NCS students. Our experience demonstrates how Jyutping can be integrated successfully into the broader Chinese curriculum. Copyright © 2019 selection and editorial matter, John C. Wakefield; individual chapters, the contributors.

After the change of sovereignty from the United Kingdom to People’s Republic of China, Mandarin has become increasingly important in Hong Kong society. However, it is observed that many native Cantonese speakers have problems mastering Mandarin tones despite the less complex tonal system. This study attempts to investigate the Mandarin tonal error patterns made by Hong Kong learners and the possible causes for these errors. A reading aloud test and a follow-up interview were designed to collect the data. The findings of the study show that a large number of students were confused about Mandarin tones and found them difficult to master, especially between tone 1 and tone 4 and tone 2 and tone 3. All the participants made these two mistakes in the test. This study hypothesizes that L1 negative transfer is the key factor that helps Cantonese speaking learners’ ability to establish a new tone in the L2. However, the reason for participants’ tonal mistakes is not due to one single cause; instead, the errors are caused by multiple factors, including lack of tonal knowledge, incomplete tonal acquisition, and tonal errors explained by the Speech Learning Model. Copyright © 2021 John Benjamins Publishing Company.

遊戲教學法在國際漢語教學的課堂操練中能引起學生興趣，具帶動作用。教師話語對遊戲的應用質量有關鍵性影響，但目前針對課堂遊戲教師用語的研究並不多見。故本文以遊戲教學法設計詞彙教學，錄製準教師的教學視頻，並轉寫教學話語，從話語量、話語類型和話語策略等方面進行分析，討論遊戲教學中教師應如何利用話語帶動課堂操練，並針對準教師在模擬教學中存在的問題提出改進建議，為提高準教師教學話語質量以及國際漢語師資培訓作參考。The game-based approach can arouse learners’ interests in international Chinese teaching and improve teaching efficiency. Teacher talk has a key impact on the application of games, but there are few studies on it in classroom games. This paper uses the game-based approach to design vocabulary teaching, recorded the classroom teaching conducted by a pre-service teacher, and transcribed the video into texts. In view of the problems existing in the simulation teaching, this paper puts forward some suggestions, which can be used for improving the discourse quality of pre-service teachers and as a reference for teacher training in international Chinese teaching. Copyright © 2020 香港中文大學中國文化硏究所吳多泰中國語文硏究中心.

自教改以來，學校都建立了同儕備課及觀課的專業發展文化，期望教師互相學習、共同成長，然而，研究員發現當備課和觀課恆常化之後，往往流於形式和技術性討論，對於提升學與教質量的效能不彰。研究員嘗試在一所小學的中文科引入課堂學習研究的模式進行備課和觀課，從學習困難難點出發，分析學習內容及設計教學，並進行有系統的觀課、交流和反思，探討課堂學習研究對備課和觀課成效的影響，並認為提升教學滿足感和發展校本教研模式可以成為未來持續發展的關鍵。Since the reform of education, schools have formed a mode of professional development in collaborative lesson preparation and peer lesson observation with the expectation for creating the atmosphere of mutual learning and professional development. However, researchers have found that when lesson preparation and lesson observation become a usual practice in schools, it may hinder the effectiveness of professional development. Researchers attempt to incorporate the lesson study method in Chinese Language lessons to enforce collaborative lesson preparation and peer lesson observation. Based on the perspective of learning difficulties, the research team analyzed the teaching content and lesson plans, and conducted systematic lesson observation, communication and reflection in order to explore the effectiveness of using learning study model in lesson preparation and lesson observation. The team found that enhancing teaching satisfaction and developing a school-based learning study model could be a key to future sustainable development. Copyright © 2020 香港教師中心.

本研究採用質性研究法，主要針對幼稚園階段中文作為第二語言的課程研究，對象是香港某（IB）學校（幼稚園），旨在探討以圖畫書為媒介之幼兒中文課程，在 IB-PYP（Primary Years Program, 簡稱PYP）項目中實施的歷程、成效以及遇到的困難。透過課堂觀察、教師訪談、幼兒作品蒐集資料，進行歸納和分析。研究結果如下：1. 圖畫書是IB-PYP項目探究的工具，亦是引導主題概念的形成及發展探究歷程的重要資源，從而激發幼兒學習中文的興趣。2. 藉由圖畫書進行探究式的中文學習模式，可幫助幼兒運用語言進行探索與表達，幼兒亦會及時反思和做出結論，從而發展出各自獨特的創意書寫行為。3. IB-PYP項目主題課程的規劃與圖畫書的選擇，以及實施主題課程中的教學策略，是教師在IB-PYP項目教学中遇到的主要問題。This research adopts a qualitative research method, mainly focusing on the curriculum study of Chinese as a second language. The target group is one of the Hong Kong (IB) schools (kindergarten). The study aims to explore the effectiveness and difficulties of implementing (Primary Years Program, PYP for short). Through classroom observations, teacher interviews, and children’s works, information has been collected for induction and analysis. The findings are as follows:1. Using picture books is the investigation tools in IP-PYP project. Picture books are the significant assets in children development which stimulates children’s interest in learning Chinese.2. Inquiry learning through picture books can help children effectively use language for expression. Children can also do reflection and make the summary in an instant way, also gradually develop their own creative writing language.3. The choice of picture books, the plan and the execution of IB-PYB project are the common obstacles that teachers may encounter. Copyright © 2020 香港教育大學中國語言學系、哥倫比亞大學中文部、中華書局（香港）有限公司.

培養學生高層次閱讀能力，是當前閱讀教學的重要目標，對於小學四年級學生而言尤爲重要，因他們將從「學會閱讀」進入「從閱讀中學習」的階段。過往有不少閱讀策略教學研究，但較少研究聚焦於分析它對提升學生高層次閱讀能力的作用。本研究邀請六所香港本地小學參與研究，在四年級開展教學實驗，實驗班193人，控制班196人，總計389人。實驗班一年中學習六項閱讀策略，控制班無特別安排。對比閱讀前後測結果發現，實驗班成績較控制班進步顯著更大，說明閱讀策略教學可顯著地提升學生高層次閱讀能力。然而，研究也發現，實驗班學生只有在「選取語句」「聯繫經驗」「自提問題」三項策略的應用上有顯著改進。教師教學中出現的一些困難需採取措施加以克服，這凸顯閱讀策略教學成效的複雜性。研究結果可爲將來閱讀教學設計、教師專業發展提供參考。It has long been recognized an important target to develop primary students’ higher-level reading abilities, which is especially true for primary 4 students as they are experiencing the transition from “learn to read” to “read to learn”. Although a large abundant of research have been done on reading strategy, fewer research have focused on its effect on higher level ability. This study has invited six local primary schools to attend a quasi-experiment. Participants were a total of 389 primary 4 students from these schools. Among them, 193 students were classified to experimental classes for which a one-year long intervention of reading strategy instruction was provided, while the remaining 196 students were classified to controlled classes without special arrangement. The results showed that experimental students gained significant higher improvement in reading comprehension performance compared to their controlled counterparts, indicating the positive effect of reading strategy on developing students’ higher-level ability. However, it has also been found that only three out of six taught reading strategy were applied more frequently than before, i.e., selecting sentences, integrating prior experience and self-questioning. Besides, teachers’ concerns were also raised. These suggested the complexity in teaching reading strategy. Nevertheless, findings of this study could be referred to when planning lessons and designing teacher professional development programs in further study. Copyright © 2020 香港教育大學中國語言學系、哥倫比亞大學中文部、中華書局（香港）有限公司.