The Learning and Teaching of Cantonese as a Second Language

Cover
Half Title
Title Page
Copyright Page
Table of Contents
List of Figures
List of Tables
List of Contributors
1 Introduction: The Learning and Teaching of Cantonese as a Second Language
	The Cantonese Language
	Learning and Teaching Cantonese as a Second Language
	The Contents of the Book
		Part I: Linguistic Perspective On the Learning of Cantonese
		Part II: Case Studies From the Netherlands and Japan
		Part III: Current Trends in Cantonese Language Education
	Cantonese Romanisation Systems
		Differences Between Jyutping and the Yale System
	References
Part I Linguistic Perspective On the Learning of Cantonese
	2 The Cantonese Mixed Script
		Introduction
			Written Cantonese
			Contact Between Cantonese and English in South China
		The Cantonese Lexicon and Its Stratification
			Hong Kong Standard and Literary Chinese Stratum
			Colloquial Cantonese Stratum
			English Loanword Stratum
			Lexical Borrowing Through Phonetic Transliteration
			Lexical Borrowing Through Semantic Translation
			Lexical Borrowing Through Combination of Phonetic Transliteration With Semantic Translation
			Integration of English Alphabet Into Spoken and Written Cantonese
			The Sino-Alphabet
			The Canto-Alphabet: Letters of the English Alphabet Pronounced With Cantonese Morphosyllables in Hong Kong
		The Cantonese Mixed Script
			English Letters Are Used as Ad Hoc Romanization to Transcribe the Pronunciations of Colloquial Cantonese Morphosyllables, Some of Which May Have No Other Written Form
			Single English Letters Transcribe Colloquial Cantonese Monomorphosyllables
		How English Loanwords Are Written in Cantonese
			Single English Letters That Are Pronounced in Cantonese Transcribe English Loanword Syllables That Are Typically Abbreviations of Longer Words Or Phrases
		Retention of Original Spellings of English Loanwords
			Loanwords Retain Their Original English Spellings But Are Pronounced With Cantonese Morphosyllables
			The Original Spellings of English Loanwords Are Shortened and Pronounced With One Or Two Cantonese Morphosyllables
			Why Do So Many Loanwords Retain Their Original Spellings?
			Phonetic Transformation of English Words Into Cantonese Words
			Cantonese and English Sound Systems
		Concluding Remarks
		References
	3 Written Cantonese and Cantonese Textbooks in Mainland China
		Introduction
		Cantonese Textbooks
			1) Many Cantonese Textbooks Have Been Published in Mainland China
			2) These Textbooks Are Almost All Written for People Who Already Speak Other Varieties of Chinese
			3) Most of the Textbooks Surveyed Have a Preface That Explains/justifies the Publication of a Textbook for a ‘Dialect’ of Chinese
			4) The Textbooks All Focus Primarily On Teaching Oral Skills
			5) The Textbooks Offer Very Little Evidence of Intent to Teach Reading and Writing Skills
			6) The Textbooks All Include Large Amounts of Written Cantonese Text
			7) The Textbooks Do Not Include ‘Authentic’ Cantonese Texts
			8) The Textbooks Do Not Explain Or Justify Their Heavy Use of Written Cantonese
		Textbooks for Other Regional Varieties of Chinese
			1) Virtually All of the Textbooks Feel the Need to Explain and Justify the Existence of a Textbook for a Regional Variety of Chinese
			2) All of the Textbooks Make Heavy Use of Text Written in the Target Variety of Chinese
			3) The Textbooks Do Not Explain Or Justify Use of the Written Form of the Variety They Teach
		Discussion
			1) Teaching Literacy in the Written Language (Chinese Characters) Actually Is One Goal of the Textbooks, But Only a Minor and Generally Unacknowledged One
			2) Large Amounts of Text in Written Cantonese Are Included Because this Has Practical Advantages for Textbook Design Purposes
			3) Large Amounts of Text in Written Cantonese Are Included Because this Seems Natural and Culturally Acceptable – Especially When Text Is Portrayed as Spoken Language
		Conclusion
		Notes
		References
	4 How Not to Acquire Tone: Cross-Linguistic Influence in Prosody
		Introduction
		The Challenge of Cantonese Tones
			Transfer of First Language Phonological Features
		Cross-linguistic Influence in Prosody
			Prosodic Transfer in Cantonese–English Bilingual Children
			Prosodic Transfer in Adult Learners
			Lexical Stress Superimposed On Non-High Tone Initial Syllables
			Phrasal Stress Superimposed On Non-High Tone Syllables
			Low Tones Superimposed On Non-Low Tone Syllables in Phrase-Final Position
			Failure to Realize High Tones
		Conclusions
		References
	5 Teaching Literacy Skills to Cantonese Learners
		Introduction
		The Need for Chinese Literacy Skills in Hong Kong
		The Written Cantonese and Written Chinese
		Literacy in Hong Kong
		Spoken Cantonese and Written Chinese
		Teaching Literacy Skills: The Chinese University of Hong Kong Experience
			From Characters to Character Combinations
			From Simple to Complex Sentences
			From Constructed Texts to Authentic Texts
			Genres of Texts
		The Challenges to the Learning and Teaching of Chinese Literacy in Hong Kong
		Conclusion
		Note
		References
Part II Case Studies From the Netherlands and Japan
	6 Cantonese Heritage Language Teaching in the Netherlands: Towards an Inclusive Classroom
		Introduction
		The Chinese Diaspora in the Netherlands
		Challenges of Cantonese Heritage Language Teaching
			The Chinese Heritage Speaker’s Competence
			Challenges of Chinese Heritage Language Teaching
		Methodology and Data Collection
		Findings
			The Goals and Limitations of Cantonese Heritage Speakers
			The Needs, and Interests of Cantonese Heritage Learners
		Conclusion and Discussions
		Limitations and Future Research
		Notes
		References
	7 The Learning of Cantonese as a Foreign Language at Japanese Universities
		Introduction
		Overview of the Current Situation
			Learning Institutions for Cantonese
			Romanization Systems in Learning Materials
			Real-life Examples
		Major Challenges
			Lack of Motivation
			Lack of Intermediate / Advanced-Level Materials
			Disadvantages Caused By Limited Knowledge of Written Chinese
			Current Options for Cantonese-Only Learners for Acquiring Written Chinese
		Advantages of Japanese Speakers
			High Level of Reading Comprehension
			Familiarity With Chinese Vocabulary
			Familiarity With Chinese Grammar
		A Possible Solution
		Concluding Remarks
		Acknowledgements
		Notes
		References
Part III Current Trends in Cantonese Language Education
	8 Curriculum Design and Cantonese Teaching at a Hong Kong University
		Introduction
			Cantonese Provision at HKUST
		The Commissioning of the ‘Basic Cantonese for Accounting Professionals’ Course
			The Course Nature and Structure
			The Students
			Needs Analysis and Course Design
		Curriculum Design Re-Visited
			The ‘Negotiated Syllabus’
			The Learner-Centred Curriculum
			Learning-oriented Assessment
		Language Teaching Pedagogy Revisited
			Maximizing ‘Surrender Value’
		Technology-enhanced Language Learning
		Building a Case for CSP (Cantonese for Specific Purposes)
			Borrowing From ESP (English for Specific Purposes)
			Teacher Preparation for CSP (Cantonese for Specific Purposes)
		Towards Professionalization of Cantonese Teaching
			The Prevalence of ‘Accidental Teachers’ of Cantonese
			Professionalizing Cantonese Teaching
		References
	9 Teaching Cantonese Tones to International University Students in Hong Kong
		Introduction
		Cantonese
		Five-point Pitch Scale (FPS) and Solfège
		Tone Teaching Methods
			Gestures as Another Mode of Input
		A Structural Tone Teaching Approach
			Phase 1: Establishing the Concept of Cantonese Tones
			Phase 2: Scaffolding Tone Learning With Easy-To-Remember Techniques
				Activity 1: Sing Out the Tones!
				Activity 2
				Activity 2a: Sing-And-Pat With Me
				Activity 2b: Be a Conductor
				Activity 3: Disyllabic Words
			Phase 3: Revising With an Interactive Learning Package
		Acknowledgements
		Notes
		References
	10 A Corpus-Based Approach to Learning and Teaching Cantonese
		Introduction
		Corpus-based DDL Approach in Learning and Teaching Chinese and Cantonese
		Cantonese Corpora for Language Learning and Teaching
		The Corpus of Mid-20th Century Hong Kong Cantonese
		Prohibitive Markers .. and .
		Limitations of HKCC
		Conclusion
		Notes
		References
	11 Textbook Cantonese Romanization Systems
		Introduction
		Romanization Systems Used in Hong Kong
		Comparison of Romanization Systems
			Initials
				Aspirated Vs. Unaspirated
				Palatal Approximant [j].
				Two Kinds of Velar Stops
				The Value of ‘H’
				Sibilants [ts], [ts’], [s].
			Finals
				[œ] and [.] as Two Different Phonemes
			Tones
				Long ‘A’ and Short ‘A’
		Learning and Teaching Hints
			Tone-embedded Numerals
			Corresponding Rules Between Mandarin and Cantonese
			Self-made Quizzes
		Concluding Remarks
		Notes
		References
	12 Learning, Teaching and Performing Cantonese On the Internet
		Introduction
		Online Resources for Cantonese Second Language Learners
		The Study
			Data Collection and Methodology
		Results
		Cantonese Online Teaching Videos
			Cantonese Corner Series
			CantoneseClass101 Series
			Other Cantonese Series
			Cantonese Series for Chinese Speakers
			The Viewing Audience for YouTube Cantonese Teaching Videos
		Videos of Cantonese Language Performance
			Sharing Learning Experiences in Monologues
			Showcasing Language Abilities in Dialogues
			Song Performances in Cantonese
			The Appeal of Online Videos to the Audience
		Conclusion
		Notes
		References
Index