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  • 1.
    Frid, Johan
    et al.
    Lund University.
    Gao, Man
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Lundmark, Malin Svensson
    Lund University.
    Schötz, Susanne
    Lund University.
    Pitch-to-segment Alignment in South Swedish and Mandarin Chinese: A Cross-language Comparison2018Konferensbidrag (Refereegranskat)
  • 2.
    Gao, Man
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    A gestural coordination model of tone, consonant and vowel alignment in Mandarin Chinese2010Konferensbidrag (Refereegranskat)
  • 3.
    Gao, Man
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Kinesiska.
    Analysis of Tone Errors Produced by Swedish Learners and Pedagogical Implications2022Ingår i: Teaching Chinese as an International Language in the Time of COVID: Opportunities, Innovations and Development: Applied Chinese Language Studies XI / [ed] Shejiao Xu, London: Sinolingua , 2022, s. 35-50Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This paper addresses issues that concern both learning Chinese as a foreign languageand the didactics of teaching Chinese as a foreign language. It reports an experimental study thataims to establish the basic facts regarding the production of Mandarin tones by Swedish learners.10 Swedish learners who have studied Chinese for 3 to 4 terms were recruited to read monosyllabicChinese words and their pronunciation was subjected to both statistical and acoustic analyses, in orderto examine the students’ pronunciation (especially tones) and assess the levels of difficulty posed bythe four lexical tones respectively. It was found that Tone 3 is most challenging to Swedish learners,and Tone 1 is easiest for them to pronounce correctly. Moreover, Swedish speakers were most likelyto mispronounce Tone 1, Tone 3, and Tone 4 as Tone 2, and mispronounce Tone 2 as Tone 1. Threetone-error types were identified through acoustic analysis, and their distribution pattern lends furthersupport to the claim that level tone is easier to learn than contour tones. Based on these findings,pedagogical implications are addressed and recommendations for Chinese language teachers areformulated.

  • 4.
    Gao, Man
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Kinesiska. Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Kinesiska.
    Comparison of Pitch Variation and Pitch Range in L1 and L2 Mandarin Chinese2021Ingår i: Proc. 1st International Conference on Tone and Intonation (TAI), Denmark, 2021, s. 56-60Konferensbidrag (Refereegranskat)
    Ladda ner fulltext (pdf)
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  • 5.
    Gao, Man
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Kinesiska.
    Cross-Language Perception of Lexical Tones by Nordic Learners of Mandarin Chinese2024Ingår i: Languages, ISSN 2226-471X, Vol. 9, nr 2, artikel-id 65Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    While existing cross-language studies on the perception of non-native tones primarily focus on naïve listeners, this study addresses an obvious gap by investigating learners from diverse language backgrounds. Specifically, it investigates Mandarin tone perception in two groups of learners from Nordic languages, Swedish (a pitch-accent language), and Danish (a non-tonal language), as well as in a group of native Chinese speakers. Analysis of their performance in tone identification task revealed a slight advantage for Swedish learners, implying the influence of their pitch accent background in learning Mandarin tones. However, both Swedish and Danish learners who excelled in the tone identification task exhibited similar perception of within-category tonal variations but differed from native Chinese speakers. Additionally, the study found that the presence of length contrast, a prosodic feature in the learners’ native languages, significantly influences their perception of Mandarin tones.

    Ladda ner fulltext (pdf)
    fulltext
  • 6.
    Gao, Man
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Digital Technology and Chinese as a Foreign Language: Tools for teachers and learners2016Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Technology is playing an increasingly important role in language education, and today most teachers of Chinese as a Foreign Language (CFL) probably embrace at least a few digital tools to enhance their work. In this workshop, an overview will first be presented of a range of digital tools currently used in CFL teaching and learning, such as Adobe Connect, Adobe Presenter, online language learning sites and apps on smart phones. The workshop then proceeds to a structured discussion on these tools; common practices, further possibilities, and potential problems will be considered, drawing partly on the participants’ own experiences.

  • 7.
    Gao, Man
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Mandarin Chinese Pronunciation by Swedish Learners: Pedagogical Implications2018Konferensbidrag (Refereegranskat)
  • 8.
    Gao, Man
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Mandarin (Chinese) tones: Challenges and prospects for Swedish learners2017Ingår i: Understanding English in Use in Language Education and Language Studies / [ed] Maria Luz C. Vilches and Ken Lau, Taiwan: Wenzao Ursuline University of Languages , 2017, s. 75-90Kapitel i bok, del av antologi (Refereegranskat)
  • 9.
    Gao, Man
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Perception and Production of Chinese Tones by Swedish Learners: Asymmetric pattern and its implication to teaching Chinese as a foreign language2017Konferensbidrag (Övrigt vetenskapligt)
  • 10.
    Gao, Man
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Perception of Lexical Tones by Swedish Learners of Mandarin2016Ingår i: Proceedings of the joint workshop on NLP for Computer Assisted Language Learning and NLP for Language Acquisition at SLTC, Linköping: Linköping University Electronic Press , 2016, Vol. 130, s. 33-40s. 33-40Konferensbidrag (Refereegranskat)
    Abstract [en]

    Models of cross-language perception suggest that listeners’ native language plays a significant role in perceiving another language, and propose that listeners assimilate non-native speech sounds to similar sounds in their native language. In this study, the effect of native language on the perception of Mandarin tones by Swedish learners is examined. Swedish learners participated in an identification task, and their performance was analyzed in terms of accuracy percentages and error patterns. The ranking of difficulty level among the four lexical tones by Swedish listeners differs from that found among English native listeners in previous studies. The error patterns also reveal that Swedish listeners confuse Tone 1 and 2, Tone 3 and 4, and Tone 2 and 4, the first two pairs rarely being confused by English listeners. These findings may be explained with the assimilation account: Swedish learners assimilate Tone 3 and 4 to Swedish pitch accents, thus they exhibit a unique pattern when perceiving the tones in Mandarin.

  • 11.
    Gao, Man
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Perception of Tone 1-Tone 2 Contrast by Swedish Learners of Mandarin Chinese2019Ingår i: Proceedings from FONETIK 2019 / [ed] Mattias Heldner, Stockholm, 2019, Vol. XXVII, s. 7-12Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Little research has been carried out on the perception of tones by Swedish listeners previously. This study examined the perception of Mandarin tones by Swedish learners, with the focus on Tone 1-Tone 2 contrast. In addition to the four-alternative identification task, a two-way identification task with Tone 1-Tone 2 continua of stimuli with incrementally varied pitch contour was also carried out. The results show that Tone 1 and Tone 2 are more challenging for Swedish learners to identify correctly than the other two tones. Among Swedes who can identify Tone 1 and Tone 2 with a high accuracy score, native speakers of Swedish perceived the fine tonal variations differently from native Chinese speakers. The syllable duration is found to affect the perception of tone contrast, especially for Swedish learners. Possible auditory enhancement accounts for the effect of the duration are offered to explain the Swedish learners’ performance.

  • 12.
    Gao, Man
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Kinesiska.
    Speaking fundamental frequency of Swedish and Mandarin Chinese2022Konferensbidrag (Refereegranskat)
  • 13.
    Gao, Man
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Teaching and Learning Chinese as a Foreign Language in Sweden2017Konferensbidrag (Övrigt vetenskapligt)
  • 14.
    Gao, Man
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Lundmark, Malin Svensson
    Lund University.
    Schötz, Susanne
    Lund University.
    Frid, Johan
    Lund University.
    A Cross-Language Study of Tonal Alignment in Scania Swedish and Mandarin Chinese2018Konferensbidrag (Refereegranskat)
  • 15.
    Gao, Man
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Kinesiska.
    Svensson Lundmark, Malin
    Lund University.
    Consonant-vowel coarticulation patterns in swedish and mandarin2023Ingår i: / [ed] Radek Skarnitzl, Jan Volín, Prague, 2023, s. 2199-2203Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper reports a cross linguistic study thatcompares the coarticulation patterns betweenconsonant and vowel (CV) in Mandarin Chinese andSouthern Swedish. Kinematic data were collectedusing the Electromagnetic Articulography (EMA) forboth languages and were subjected to three types ofCV time lag measurement, based on more or lessequivalent landmarks on lips and tongue, andpartially adopted in previous studies [1, 2, 3]. Wefound rather consistent CV coordination patterns inthese two typologically different languages with boththe velocity-based and the acceleration-basedmeasurements on the lips and the tongue body. Themost striking result to emerge from the data is thesame effect of gender on the variation of CVcoarticulation in both languages, which has not beenreported previously. In addition, only when genderwas added as a factor, did we find the languagedifferences on the CV time lags.

    Ladda ner fulltext (pdf)
    fulltext
  • 16.
    Gao, Man
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Kinesiska.
    Wang, Xuan
    Cardiff University.
    The practice of translanguaging in a virtual Chinese classroom: A Nordic case study2023Konferensbidrag (Refereegranskat)
    Abstract [en]

    There has been increasing research effort and specialization in the topic of translanguaging (Canagarajah, 2011; Li, 2018). The term translanguaging has been researched over a wide range of disciplines in humanities and social sciences. In the field of bilingual education, this term is considered as an ideology, a theory, and a pedagogical stance (Mazak and Carroll, 2016).  Nevertheless, very little work is done on examining the role of translanguaging and the practices in a digitally mediated learning environment. This study aims to obtain ethnographic data from remote intermediate-level Chinese foreign language lessons in a multilingual classroom in a Swedish university. Initial observations from analysis of classroom data collected from two groups show that translanguaging is a prevalent phenomenon in virtual classroom, and the teacher initiated translanguaging more often than students. The teachers’ translanguaging practices can be categorized into at least five categories, such as providing managerial information, providing explanations, repeating important content, providing assistance to individual student, and facilitating students’ performance, but the students’ practices are limited to fewer. Additionally, the study finds that the teacher’s practices are mainly motivated by two pedagogic considerations to increase classroom efficiency and enhance students’ motivation in the virtual classroom. These findings are particularly relevant for language classroom translanguaging research in an era of increased mobility and would contribute to improve pedagogy in Chinese as a foreign language classroom.

  • 17.
    Gao, Man
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Yang, Tao
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Digital competence in practice: An investigation of Chinese teachers at Swedish secondary schools2019Konferensbidrag (Refereegranskat)
  • 18.
    Gao, Man
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Kinesiska.
    Yang, Tao
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Kinesiska.
    Wang, Xuan
    Cardiff University.
    Translanguaging in the virtual Chinese classroom: students’ practices and attitudes2023Konferensbidrag (Refereegranskat)
  • 19.
    Gao, Man
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Kinesiska.
    Zhang, Chun
    Aarhus University.
    Phonological Influence of L1 on the Perception of Mandarin Tones2021Konferensbidrag (Refereegranskat)
  • 20.
    Gao, Man
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Zhang, Chun
    Aarhus University.
    Teaching Mandarin Tones to University Students in Nordic Countries - Analysis of error patterns in a perception study by Danish, Finnish and Swedish students2018Konferensbidrag (Refereegranskat)
  • 21.
    White, Jonathan
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Santos Muñoz, Arantxa
    Högskolan Dalarna, Akademin Humaniora och medier, Spanska.
    Yang, Tao
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Gao, Man
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Attitudes to Digitalisation among Language Teachers2020Konferensbidrag (Övrigt vetenskapligt)
  • 22.
    White, Jonathan
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Yang, Tao
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Kinesiska.
    Gao, Man
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Kinesiska.
    Santos Muñoz, Arantxa
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Spanska.
    Digital Competence and Teaching Practices of Language Teachers in Sweden in a COVID-19 World2023Ingår i: Second Language Teacher Professional Development: Technological Innovations for Post-Emergency Teacher Education / [ed] Karim Sadeghi and Michael Thomas, Springer Nature, 2023, s. 125-146Kapitel i bok, del av antologi (Refereegranskat)
  • 23.
    Yang, Tao
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Studying Chinese Characters in a Web-Based Learning Environment: A Case Study of Swedish University Students2020Ingår i: Chinese Language Teaching Methodology and Technology, ISSN 2572-1739, Vol. 3, nr 2, s. 1-16, artikel-id 2Artikel i tidskrift (Refereegranskat)
  • 24.
    Yang, Tao
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Kinesiska.
    Gao, Man
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Kinesiska.
    Investigating Motivation and Performance in Distance Chinese Language Education2024Konferensbidrag (Refereegranskat)
    Abstract [en]

    Motivation among students has long been a central focus in educational research and is widely acknowledged as a fundamental element of teaching and learning (Ferlazzo, 2013). Prior investigations have consistently demonstrated a strong positive link between students' motivation and their academic achievements, both in traditional higher education settings and within online learning platforms (Steinmayr et al., 2019; Ferrer et al., 2022). Significantly, motivation has emerged as a critical determinant of success in foreign language acquisition (Gardner, 2010). This paper presents a study that examines the motivation levels of CFL (Chinese as a foreign language) students who engaged in distance education at a Swedish university. 

    One of the main objectives of this study is to explore the complexities of student motivation, with a specific emphasis on understanding the unique contributions of intrinsic and extrinsic motivation in the context of CFL. Intrinsic motivation refers to the internal drive to engage in behaviors for the inherent pleasure, satisfaction, or excitement they provide, while extrinsic motivation involves seeking outcomes that are separate from the inherent satisfaction of the behavior itself (Ryan & Deci, 2017). Another objective is to investigate the correlation between students’ motivation and their academic achievements in the context of distance CFL education. Various types of motivation may have differing impacts: intrinsic motivation is correlated with student success and overall well-being, while extrinsic motivation is strongly linked to persistence and academic performance. However, there is limited research conducted on CFL students in the Nordic region, especially within an online learning context.

    The Chinese Department at Dalarna University has accumulated nearly 15 years of experience in offering Chinese courses in the form of web-based online education. The department offers a full range of Chinese courses, ranging from beginner levels to bachelor thesis courses. This study utilizes a quantitative research approach, employing an online survey to gather data from the current cohort of 150 students. We anticipate that approximately 50 students will complete the survey. Statistical analyses will be employed to analyze the collected data. The findings from this study will contribute to a broader understanding of the dynamics of motivation among students learning Chinese as a foreign language. With an optimistic outlook, we also aim to offer practical recommendations for CFL teachers to enhance student motivation and develop interventions and instructional strategies aimed at fostering a more conducive learning environment for distance CFL learners.

  • 25.
    Yang, Tao
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Gao, Man
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Teaching and learning Chinese in the virtual classroom: effective strategies and digital tools for teaching Chinese characters2019Konferensbidrag (Refereegranskat)
1 - 25 av 25
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