Last modified: 20 Jun 2025 15:13
A Pedagogical Chinese Grammar for TCSOL Teachers (I) is designed to equip future teachers of Chinese to speakers of other languages (TCSOL) with a deep understanding of Chinese grammar and its pedagogical applications. This course bridges the gap between linguistic theory and classroom practice, enabling teachers to explain complex grammatical concepts clearly and effectively in diverse learning environments.
| Study Type | Postgraduate | Level | 5 |
|---|---|---|---|
| Term | First Term | Credit Points | 15 credits (7.5 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
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This course focuses on the fundamentals of Chinese grammar with an emphasis on its practical application in teaching Chinese as a foreign language. It provides an in-depth exploration of key grammatical structures, including sentence patterns, word order, aspects, and particles, while addressing common challenges faced by learners from different linguistic backgrounds.
Students will learn how to analyse and present grammatical concepts in a way that is accessible and meaningful to learners. The course also introduces strategies for addressing learner errors, designing engaging teaching materials, and integrating grammar instruction with communicative language teaching methods. By the end of the course, students will have a robust toolkit for teaching Chinese grammar effectively in a variety of educational settings.
Information on contact teaching time is available from the course guide.
| Assessment Type | Summative | Weighting | 25 | |
|---|---|---|---|---|
| Assessment Weeks | 21 | Feedback Weeks | 26 | |
| Feedback |
Written feedback (20 minutes). |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Understand | Demonstrate a comprehensive understanding of key grammatical features of the Chinese language and their functions in communication. |
| Procedural | Analyse | Analyse and identify common learner errors related to Chinese grammar, using insights from contrastive linguistics where appropriate. |
| Procedural | Apply | Develop and implement effective strategies for teaching Chinese grammar in a way that aligns with communicative language teaching principles. |
| Reflection | Analyse | Reflect critically on their teaching practices and adapt their approaches to meet the needs of learners from diverse linguistic and cultural backgrounds. |
| Reflection | Create | Create pedagogically sound materials and lesson plans that integrate grammar instruction into language teaching. |
| Assessment Type | Summative | Weighting | 25 | |
|---|---|---|---|---|
| Assessment Weeks | 15 | Feedback Weeks | 17 | |
| Feedback |
Written feedback (15 minutes). |
|||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Understand | Demonstrate a comprehensive understanding of key grammatical features of the Chinese language and their functions in communication. |
| Procedural | Analyse | Analyse and identify common learner errors related to Chinese grammar, using insights from contrastive linguistics where appropriate. |
| Procedural | Apply | Develop and implement effective strategies for teaching Chinese grammar in a way that aligns with communicative language teaching principles. |
| Reflection | Analyse | Reflect critically on their teaching practices and adapt their approaches to meet the needs of learners from diverse linguistic and cultural backgrounds. |
| Reflection | Create | Create pedagogically sound materials and lesson plans that integrate grammar instruction into language teaching. |
| Assessment Type | Summative | Weighting | 50 | |
|---|---|---|---|---|
| Assessment Weeks | 24 | Feedback Weeks | 26 | |
| Feedback |
Written feedback will be provided. |
Word Count | 3000 | |
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Procedural | Apply | Develop and implement effective strategies for teaching Chinese grammar in a way that aligns with communicative language teaching principles. |
| Reflection | Analyse | Reflect critically on their teaching practices and adapt their approaches to meet the needs of learners from diverse linguistic and cultural backgrounds. |
| Reflection | Create | Create pedagogically sound materials and lesson plans that integrate grammar instruction into language teaching. |
There are no assessments for this course.
| Assessment Type | Summative | Weighting | 50 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback |
Written feedback. |
Word Count | 3000 | |
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
|
|
||
| Assessment Type | Summative | Weighting | 50 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback |
Written feedback (30 minutes). |
|||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
|
|
||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Understand | Demonstrate a comprehensive understanding of key grammatical features of the Chinese language and their functions in communication. |
| Procedural | Analyse | Analyse and identify common learner errors related to Chinese grammar, using insights from contrastive linguistics where appropriate. |
| Procedural | Apply | Develop and implement effective strategies for teaching Chinese grammar in a way that aligns with communicative language teaching principles. |
| Reflection | Create | Create pedagogically sound materials and lesson plans that integrate grammar instruction into language teaching. |
| Reflection | Analyse | Reflect critically on their teaching practices and adapt their approaches to meet the needs of learners from diverse linguistic and cultural backgrounds. |
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