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.

In Hong Kong, the Education Bureau stipulates in the curriculum document that schools should enrich English language learning and teaching through incorporating moral and civic education, and use of information technology for interactive learning. To prepare preservice teachers to meet these pressing demands, an experiential learning project was conducted to engage student teachers outside the formal curriculum to produce a series of digital stories that stress values education for primary school children. A total of 11 bachelor of education students and MATESOL students joined the project, in which they collaboratively developed 12 digital stories using online tools, such as Book Creator and Canva. Interactive learning activities were designed to accompany the digital stories to facilitate school learners to develop positive values and good character, including respect, responsibility, confidence building, problem solving, sportsmanship, friendship, caring, helpfulness, compassion, civic sense and service to others. Various evaluation methods were used to gauge the usefulness of the experiential learning project. These encompass school trials, post-lesson evaluation, student teachers’ self-reflections and interviews. The findings indicate that the experiential learning process not only enabled the participating student teachers to enrich their pedagogical knowledge and skills but also provided opportunities to enhance various generic skills, such as creativity and critical thinking. Evidence shows that experiential learning plays a valuable role in equipping student teachers with the necessary skills for the challenges in their future teaching careers. Copyright © 2023 ECLL.

古人讀書歷來文史哲不分家。通曉文學、歷史、哲學，有人為求功名利祿，也有人藉此修養身心。文史哲知識的融合，能表現個人的學養、文采、思想和立場。現代社會分工精細，中學教育已經文史分科，語文、文學、歷史均各自成科，儼如互不相干。分科的優點固然能令各個科目的教學更加聚焦，但分立的如果是選修科，而學校選擇不開辦的話，學生就難免錯過學習專科的機會，香港的中學中國歷史科正是一個典型例子。學生無緣學習中國歷史，也會減少對中華文化的認識，連帶削弱語文素養。 為促進香港學生對國情和中華文化的認識，教育局在2018/19學年落實中國歷史成為初中的獨立必修科，並於2020年9月從中一級開始逐級推行。雖然如此，中國歷史時代久遠，課程涵蓋面廣，而學校教時有限，教學無疑極具挑戰。如何能把握教學機遇，引起學生學習歷史的興趣，同時提升學生的語文及文化素養，值得教育同行深思。 在新課程的指引下，當局強調通過多元化的策略推動中國歷史教學，鼓勵教師按「政治演變」、「文化特色」及「香港發展」等主題，調適教學內容，以照顧學習差異。同時，新編的中國歷史教材陸續推出，可以反映新課程的精神能否體現。 從文史不分家的角度出發，本文將以新編的中國歷史教材為例，剖析新修訂的歷史科學習內容在字詞、文句及通篇層面的專科語文運用特色，並評價學習歷史對提升語文素養的現實意義。 Copyright © 2022 香港教育大學中國語言學系.