CHIN 1001 - Chinese IA
North Terrace Campus - Semester 1 - 2017
General Course Information
Course Code CHIN 1001 Course Chinese IA Coordinating Unit Centre for Asian Studies Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 5 hours per week Available for Study Abroad and Exchange Y Assumed Knowledge No previous knowledge of Chinese required Course Description Chinese IA is a course for beginners in the language, followed by Chinese IB in semester 2 to build up basic knowledge and skills in Chinese. Native speakers or heritage speakers of Mandarin Chinese are not eligible for this course. Students who have studied Chinese before should contact the lecturers concerned to decide the best level at which to place them. Chinese IA teaches the fundamental grammar and vocabulary of modern standard Chinese (formerly known as Mandarin). This is the educated speech of North China which is now the official national language. Simplified characters are taught. The vocabulary reflects usage in contemporary China. It is expected that at the end of the course students should be able to master the Chinese phonetic system (Hanyu Pinyin), and should have an active vocabulary of around 200 Chinese characters and associated compounds concentrating on vocabulary that relates to contemporary China.
Course Coordinator: Dr Delia LinEmail: firstname.lastname@example.org
Office: kenneth Wills Building, 639a
Consultation times: Tuesdays 4:10-5:00pm; Wednesdays 2:00-2:50pm, or other times by appointment
Lectuer: Dr Delia Lin
Friday 9-10am Napier, 205, Dr Delia Lin
Friday 1-2pm Schulz, 415, Dr Delia Lin
Friday 2-3pm Lower Napier, LG15, Dr Delia Lin
Friday 4-5pm Schulz, 415, Annie Drahos
Monday 11am-12pm Napier, 144, Dr Delia Lin
Monday 12-1pm Ingkarni Wardli, B18, Dr Delia Lin
Monday 2-3pm Engineering & Mathematics, EM218, Dr Delia Lin
Monday 4-5pm Napier, 144, Dr Delia Lin
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesAt the successful completion of this course, students will be able to:
1 obtain a knowledge and understanding of the Romanisation system, characters and basic structure of the Chinese language and of the social, historical and cultural contexts in which the language has been used and is currently used 2 obtain a critical understanding of the linguistic landscape of Chinese speaking countries and regions and ways in which social and cultural specifications are represented through Chinese and Chinese speaking people 3 locate, evaluate and apply characters/words/linking phrases learned to construct simple sentences and texts to express oneself 4 locate, evaluate and apply the linguistic knowledge learned to handle general courtesy in Mandarin, answer predicable questions, introduce oneself and one's familiar environment in Mandarin 5 obtain an understanding of and respect for cultural difference and diversity combined with a knowledge and understanding of the issues involved in intercultural communication 6 demonstrate a heightened awareness and understanding of aspects of one's own language and culture as well as different ways of seeing the world 7 demonstrate the ability to work collaboratively in a small group with peers in the exploration, generation and presentation of ideas, information and a meaningful dialogue 8 gain the ability to be a critical and self-reflective learner, and to sustain intellectual curiosity about Chinese language, society and culture
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
3, 4 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
5, 7 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
8 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
5, 6 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesModern Chinese 1A (2nd edition), Textbook, CA: Better Chinese LLC, 2013.
Modern Chinese 1A (2nd edition), Workbook, CA: Better Chinese LLC, 2013.
These texts are used for Chinese IB as well and are available from Unibooks.
Recommended ResourcesGao, Mobo C.F., Mandarin Chinese: An Introduction, Melbourne: Oxford University Press, 2000, reprinted in 2003.
Gao, Mobo C.F., A Reference to Mandarin Chinese, Queensland: XACT Publications, 2000
Chinese-English and English-Chinese Dictionary
Online LearningThe MyUni site will be used to announce upcoming curricular and extra curricular events and host supplementary
material. The site will help students and lecturers to communicate outside of class and help students prepare for lectures. Feedback will be given on MyUni Grade Centre.
Learning & Teaching Activities
Learning & Teaching ModesCommunicative skills will be developed through a task-oriented, activity-based approach. Students will be encouraged to participate actively at every stage of learning. Audio/visual materials presenting social situations and cultural settings will bring a degree of realism into the classroom. Learning strategies will be taught explicitly and linked to specific language-learning tasks.
Wherever possible, the course will integrate linguistic learning with cultural learning to achieve the dual goal of language development and improvement in the four skill areas of reading, writing, speaking and listening and intercultural
understanding and mediation.
There is a total of four contact hours per week divided into introductory sessions (2 hours of lectures) and follow-up practice sessions (1 hour of seminar and 1 hour of tutorial).
Introductory sessions focus on the textual material including new vocabulary, linguistic features, grammar, usage and relevant cultural information.
Follow-up practice sessions include a variety of exercises and activities using audio-visual or other means. They focus on:
(1) vocabulary use, practice of the functions, and other aspects of language use encountered in the texts including pronunciation and tones;
(2) language development in all four skills (listening, speaking, reading skills and writing);
(3) individual or group work in completing a set task. These may culminate in a group presentation, individual report to the class, role play or other activities. Whenever possible, set tasks will contribute to the completion of a ‘megatask’ at appropriate intervals during the semester or at the end of the semester.
To get the full benefit of the lectures, seminars and tutorials in this course, it is essential for you to complete the required pareparatin beforehand. Your preparatory activities for each class are listed in the "Student Preparation Booklet". The Booklet will be handed out to you during your first lectures and is located in the relevant folder under "Week by Week". Please complete the activities before you come to each class.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
1 x 2-hour lecture (or equivalent) per week 24 hours per semester 1 x 1-hour tutorial (or equivalent) per week 12 hours per semester 6 hours reading per week 72 hours per semester 2 hours research per week 24 hours per semester 2 hours assignment preparation per week 24 hours per semester TOTAL WORKLOAD HOURS 156 hours per semester
Learning Activities SummaryThis course will cover units 1-4 of Modern Chinese
Week Topic Assessment Week 1 Introduction: What is the Chinese language? Week 2 Unit 1 lesson 1: "Meeting People" Weekly Dictation 1
(Lesson 1, Unit 1) Friday
Week 3 Unit 1 lesson 2: "Age and Nationality" Weekly Dictation 2 (Lesson 2, Unit 1) Friday Week 4 Unit 2 lesson 1: "Family and Pets" Week 5 Unit 2 lesson 2: "Jobs and Languages" Weekly Dictation 3 (Lessons 1&2, Unit 2) Friday Week 6 Revision and mid-semester exam Mid-semester exam (25%, covering Units 1-2) during Lecture time MID-SEMESTER BREAK Week 7 Unit 3 lesson 1: "Days of the Week and Time" Weekly Dictation 4 (Lesson 1, Unit 3) Friday Week 8 Unit 3 lesson 2: "Happy Birthday!" Weekly Dictation 5 (Lesson 2, Unit 3) Friday Week 9 Unit 4 lesson 1: "Ordering Food" Weekly Dictation 6 (Lesson 1, Unit 4) Friday Week 10 No Lectures, only seminars and tutorials. Revsion & SGDE (Small Group Discovery Experience) Week 11 Unit 4 Lesson 2 "How Does it Taste?" Weekly Dictation 7 (Lesson 2, Unit 4) Friday Week 12 Revision Oral Test (25%) Tuesday & Wednesday
Specific Course RequirementsStudents are expected to attend all lectures and tutorials. There are no supplementary tests for formative assessments. Students who have missed a formative assessment due to medical or compassionate reasons and who have notified the course coordinator prior to the assessment will be given an average mark based on the results of the other assessments. Those who do not turn up for
formative assessments without medical or compassionate reasons will be given no marks for the assessments.
Small Group Discovery ExperienceA Small Group Discovery Experience will occur in every seminar and tutorial, and will focus on inquiry-based learning in collaboration
with peers and under the guidance of an expert tutor. Many of the activities will relate directly to your assessment, so attendance at
seminars and tutorials is especially important. In addition, one of the oral test tasks is pair work and is sepcifcially designed as a Small-Group Discovery Experience. It is a good idea to try and build a strong realtionship with your team mates in
the first half of the semester, as this makes it much easier to work effectively together in the second half.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
ASSESSMENT TASK TASL TYPE WEIGHTING DUE DATE COURSE LEARNING OUTCOME(S) Weekly dictation Category A* Formative 10% Weeks 2-3, 5, 7-9, 11 1 Participation Catogory B * Formative 10% Weeks 2-12 1-8 Mid-semester test Category C
Formative and Summative
25% Tuesday/Wednesday, Week 6 1, 2, 3, 5 Oral test Category D
Formative and Summative
25% Tuesday/Wednesday, Week 12 4, 5, 7, 8 Final exam Category E
30% Examination Week 1-8
Assessment Related RequirementsStudents are expected to attend all lectures, tutorials and seminars. There are no supplementary tests for formative assessments. Students who have missed a formative assessment due to medical or compassionate reasons and who have notified the course coordinator/tutor prior to the assessment will be given an average mark based on the results of the other assessments. Those who do not turn up for formative assessments without medical or compassionate reasons will be given no marks for the assessments.
Assessment DetailWeekly dictation - Weekly character and pinyin dictations from Weeks 2-11 - 10% weighting
Participation - attendance and participation in all seminars and tutorials - 10% weighting
Mid-semester test - will including listening, reading and writing - 25% weighting
Oral test - will include comprehension, listening and speaking, SGDE task embedded - 25% weighting
Final Exam - exain on comprehension, writing and reading - 30% weighting
SubmissionAll work must be submitted by the due date. In the event of a student being unable to submit on time, a request for extension must be submitted to the course coordinator no later than the close of business on Friday of the week of the deadline.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
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