Training of Chinese volunteer teachers at the Confucius Institute:A case study of the Confucius Institute at the University of Manchester in UK
WANG Jian-xi;College of Chinese Language & Culture;Beijing Normal University;
WANG Jian-xi;College of Chinese Language & Culture;Beijing Normal University;
..............page:1-6
..............page:2
A relevance analysis of international Chinese-teaching volunteers’ behavioral competence in different stages
WANG A-fu;College of Chinese language &culture;Beijing Normal University;
WANG A-fu;College of Chinese language &culture;Beijing Normal University;
..............page:7-10
A study of Singapore’s Chinese textbooks based on the Global Chinese Teaching Material E-library
ZHOU Xiao-bing;LI Ya-nan;CHEN Nan;School of Chinese as a Second Language;Sun Yat-sen University;
ZHOU Xiao-bing;LI Ya-nan;CHEN Nan;School of Chinese as a Second Language;Sun Yat-sen University;
..............page:11-16
Reform and innovation of the teaching of Chinese characters abroad
HUANG Jin-cheng;International College of Cultural Exchange;Shanghai International Studies University;
HUANG Jin-cheng;International College of Cultural Exchange;Shanghai International Studies University;
..............page:17-23
A citation analysis of undergraduate course-books of teaching Chinese as a foreign language
LIU Hong;YAO Shi-yan;International College of Chinese Studies;East China Normal University;
LIU Hong;YAO Shi-yan;International College of Chinese Studies;East China Normal University;
..............page:24-32
A study of learners’ interests and perceptions of the importance of task topics
ZHENG Jia-ping;College of Intensive Chinese Training;Beijing Language and Culture University;
ZHENG Jia-ping;College of Intensive Chinese Training;Beijing Language and Culture University;
..............page:33-44
Requirements of English knowledge and skills for English-education majors and their implications to teaching Chinese as a foreign language
SUN Xu-chun;LIU Li-wei;School of Foreign Languages and Literature;Yunnan Normal University;School of Foreign Languages;Yunnan Minzu University;
SUN Xu-chun;LIU Li-wei;School of Foreign Languages and Literature;Yunnan Normal University;School of Foreign Languages;Yunnan Minzu University;
..............page:45-52
On the nature,features and categories of counter-expectation markers
LU Fang-zhe;School of Chinese as a Second Language;Peking University;
LU Fang-zhe;School of Chinese as a Second Language;Peking University;
..............page:53-59
The constraints of the balance schema to the grammatical units carrying quantity relationship:A study of the auxiliary verb“配”
DENG Ying-jie;Center of International Chinese Education;Beijing Language and Culture University;
DENG Ying-jie;Center of International Chinese Education;Beijing Language and Culture University;
..............page:60-67
A study of the definitions and implications of categorization
TIAN Yu;College of Chinese Language and Literature;Wuhan University;
TIAN Yu;College of Chinese Language and Literature;Wuhan University;
..............page:68-74
British diplomats and their contributions to Chinese learning and teaching in the late Qing dynasty:A study of the contributions of Thomas Francis Wade and Herbert Allen Giles
BIAN Hao-yu;School of Foreign Languages;Suzhou Vocational University;
BIAN Hao-yu;School of Foreign Languages;Suzhou Vocational University;
..............page:75-82
Implications of Chinese Flagship Program to international Chinese language promoting programs:A case study of the Chinese Flagship Program in San Francisco State University
LI Zhong-shan;College of Foreign Languages & Literatures;Beijing Normal University;
LI Zhong-shan;College of Foreign Languages & Literatures;Beijing Normal University;
..............page:83-89
..............page:90-92
..............page:93