CHIN 1001 - Chinese IA | Course Outlines

CHIN 1001 - Chinese IA

North Terrace Campus - Semester 1 - 2021

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.

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Course Details

Course Code	CHIN 1001
Course	Chinese IA
Coordinating Unit	Asian Studies
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 4 hours per week
Available for Study Abroad and Exchange	Y
Assumed Knowledge	No previous knowledge of Chinese required
Assessment	Weekly Online Practice 22%, Mid Semester Test 23%, Oral Test 25%, Final Test 30%

Course Staff

Course Coordinator: Dr Tin Kei Wong

Email: tinkei.wong@adelaide.edu.au
Office: Kenneth Wills Building, 643

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

At 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	6

Learning Resources

Required Resources

Modern 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:

E-version textbook: https://www.jialezhongwen.com.au/product/modern-chinese-e-textbook-1a-1b-2a-2b-app-web/

E-version workbook: https://www.jialezhongwen.com.au/product/modern-chinese-online-workbook-1a-1b/

Printed textbook: https://www.jialezhongwen.com.au/product/bk800-modern-chinese-1a-textbook-2nd-edition/

Printed workbook: https://www.jialezhongwen.com.au/product/bk801-modern-chinese-1a-workbook-2nd-edition/

Recommended Resources

Gao, 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 Learning

The 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 Modes

Communicative 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 (2 hours of seminar).

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 preparation beforehand. Your preparatory activities for each class are listed in the "Teaching Plan" booklet. The Booklet will be available for you to download on MyUni. Please complete the activities specified in the week-to-week plan before coming to each class.

Workload

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 2-hour tutorial (or equivalent) per week	24 hours per semester
6 hours reading per week	72 hours per semester
1 hours research per week	12 hours per semester
2 hours assignment preparation per week	24 hours per semester
TOTAL WORKLOAD HOURS	156 hours per semester

Learning Activities Summary

This course will cover units 1-4 of Modern Chinese

Week	Topic
Week 1	Introduction: What is the Chinese language?
Week 2	Unit 1 lesson 1: "Meeting People"
Week 3	Unit 1 lesson 2: "Age and Nationality"
Week 4	Unit 2 lesson 1: "Family and Pets"
Week 5	Unit 2 lesson 2: "Jobs and Languages"
Week 6	Mid-semester test during lecture time
Week 7	Unit 3 lesson 1: "Days of the Week and Time"
Week 8	Unit 3 lesson 2: "Happy Birthday!"
Week 9	Unit 4 lesson 1: "Ordering Food"
Week 10	Unit 4 Lesson 2 "How Does it Taste?"
Week 11	Revision
Week 12	Final test during lecture time and oral tests during seminars

Specific Course Requirements

Students are expected to attend all lectures and tutorials. Students who have missed any assessment task must lodge an application for an extension/a replacement test in compliance with the University's MACA policy. The policy and forms can be found at https://www.adelaide.edu.au/policies/3303/ . All applications for an extension of deadline or a replacement test must submitted to the Faculty of Arts within the time limit stipulated by the policy.

Small Group Discovery Experience

A 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 Summary

Assessment Task	Task Type	Weighting
Weekly practice	Formative and Summative	22%
Mid-semester test	Formative and Summative	23%
Oral Test	Formative and Summative	25%
Final test	Summative	30%

Assessment Related Requirements

Assessment Detail

Weekly practice - The practice includes weekly character and pinyin dictations and questions on grammar points. - 22%

Mid-semester test - The test is delivered in the format of a quiz. It includes listening, reading and writing questions covering Units 1 and 2. - 23%

Oral test - The test includes comprehension, listening and speaking. It is also a SGDE task in the format of groupwork. - 25%

Final test - The test is delivered in the format of a quiz. It includes listening, reading and writing questions covering Units 1 to 4. - 30%

Submission

This course follows the Late Assignment Policy of the Faculty of Arts.
https://arts.adelaide.edu.au/system/files/2019-07/Arts_late_assignment_policy.pdf

Extensions
Extensions can only be sought under the provisions of the Modified Arrangements for Coursework Assessment Policy (https://www.adelaide.edu.au/policies/3303/) or the Reasonable Adjustments for Teaching and Assessment for Students with a Disability Policy. All applications for an extension of deadline must submitted within the time limit stipulated by the policy.

Lateness Penalties
For work that is late without formal extension, 2 percentage points will be deducted from the mark for every day (or part thereof) the work is late to a maximum of 7 days (including weekends and public holidays).For example, an assignment that is 3 days late: raw score of 80% - 6 marks lateness deduction = 74% final mark.
For work with a formal extension, these penalties will apply from the extended due date.

Cut-off date
There will be a cut-off date for each assignment 7 days (including weekends and public holidays) after the original due date unless otherwise stipulated on MyUni. Work will not be accepted after the cut-off date, and a mark of zero will automatically be awarded for the assignment.

Course Grading

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.

Student Feedback

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.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator