CHN 202: Intermediate Mandarin (return to course home)

Please note that this class will be broadcast via HITS (the Hawai'i Interactive Television System) to one or several remote locations. Students may choose to take the course from a studio classroom at one of the remote transmission sites. Students at remote sites have full interactivity via video and voice with the teacher and the students at all other locations. Possible remote sites include Hawai'i Community College (Hilo), Kapi'olani Community College, Kaua'i Community College, Leeward Community College, and Maui Community College. Contact instructor for further information. The instructor will make every attempt to visit each remote site at least once during the term. Students at remote locations register at Kapi'olani Community College.

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Course Goals & Objectives:

CHN 202 is the second of two semesters of Intermediate Mandarin.The College of Arts and Sciences requires that undergraduate students complete second/foreign language studies through the 202 level in order to graduate. Placement in CHN 202 is predicated upon successful (C or above) completion of CHN 201 or placement into the course by the East Asian Languages & Literatures Undergraduate Coordinator, Ted Yao, tel. 956-2071, email tyao@hawaii.edu. (Please remember that if you use the "mail" function in your browser by clicking the above address, the mailer will use whatever return address is set in the browser's preferences. Make sure you include your own email address in the body of your message.)

In CHN 202, students will gain listening, speaking, reading and writing skills in standard (Mandarin) Chinese, attaining approximately the Intermediate Mid level on the ACTFL/ETS proficiency scale, with skills emerging that will contribute to competence at Intermediate High level. Specifically, students will be able to achieve the following.

• Listening Able to understand sentence-length utterances, especially where context supports understanding and speech is clear -- such as in survival situations involving native speakers accustomed to dealing with foreigners. Comprehends vocabulary connected with simple survival situations such as finding food, clothing, transportation, health care, and shelter, participating in recreational activities, and making friends.Emerging ability to comprehend description, narration, and comparison/argument on non-technical topics.
• Speaking Able to make statements and ask questions, with emerging ability in advanced tasks such as narration, description, and comparison. Language is generated through application of internalized grammar rather than relying solely on memorized material. Vocabulary centers around survival topics: common objects, places, activities, basic likes and dislikes, food, clothing, shelter, etc.
• Reading Can identify a moderate number of character components and high-frequency characters in areas of immediate need. Where specific characters and combinations have been memorized, can read for instructional and directional purposes standardized messages, such as prices in stores, time/date on schedules, simple correspondence, and simple instructions. Emerging In terms of literacy, can read textbook materials as covered.
• Writing Able to write simple, short narratives, descriptions and notes on daily topics. Emerging ability to write descriptive/narrative compositions, reasoned essays, and well-formed simple letters.Can supply information on forms and documents.

Texts and Materials

Integrated Chinese (Textbook and Workbook, 2 volumes) Level Two -- we will begin with Lesson 9 and progress rapidly! -- will be the primary text used. Tapes for Integrated Chinese will be made by the teacher beginning in the second week; these will be distributed by mail to students at remote sites.

We will be working with both simplified and traditional character texts in class. (The general principle for simplified and traditional characters is: be able to read both types, and write at least one.)

Some sort of Chinese-English dictionary is a required item for this course, preferably one indexed by Pinyin, such as the ABC Chinese-English dictionary or the Oxford Concise Chinese-English English-Chinese dictionary. I highly recommend the purchase of Wenlin software; we can purchase the program at a student rate. The program enables word processing with instant lookup in either direction (Chinese-English or English-Chinese) and also has a flashcard function that can drill the user on new Hanzi.

Teaching/Learning Format

Everyone has a different style of learning. Some people like to stick to a book; some people like free conversation. Some people feel more in control if they know how the grammar works; others are terrified of grammar. Some say they can only learn to read characters by learning how to write them first; some say they have to know how to read them before they can write them-and so forth. I will be attempting to mix different activities so that there is something for everyone. If you don't like a particular activity, try to remember that there are others who may get more out of it. If you are really unhappy about the way things are being done, please email me so I can help you out. Electronic mail is an essential part of the course, and is the medium of choice for getting help on grammar and other language-form problems (tones, etc.). You may e-mail classmates individually (see class list) or all at once. Reasons to use e-mail include:

• You need a question about language answered. Try e-mailing the teacher, the list, or an individual classmate.
• You wish to announce a class event (such as a study party). We love em!

Student responsibilities

Only a portion of time in class will be spent on the textbooks; we will not cover them exhaustively in class, but you are expected to do so independently, especially through use of the tapes. Previewing the lesson, with use of the tapes, can really improve your performance in class and in the course. Please come to class every day, prepared and ready to communicate in both speech and writing.

Grading; percentage weight each item is assigned in the final grade is in blue

Attendance

Generally speaking, in order to perform well on tests it is necessary to attend class. In the past, some students have found it difficult to motivate themselves to get to class. Therefore I have instituted the (fairly liberal) attendance policy outlined in the "Daily score" section above, while increasing the weight assigned to the daily score to 30%.