This paper reports an on-site research conducted on five classes of primary 2 pupils in 5 conventional English-medium schools in Singapore. Based on the research data and with reference to the theories of context cognition and learning, and theory of second language acquisition in children, we highlight the importance of context creation in the design for classroom teaching and propose specific oral teaching lesson design in class considering learners needs and traits. The research is also of significant reference value for studying the factors that affect Chinese oral proficiency of lower primary pupils and for exploring the solutions pertaining to the teaching of oral Chinese in lower primary classes within the context of Singapore.

Keywords: Teaching of Oral Language, Context Creation, Classroom Setup, Interaction

The object of study of this paper is the related corpus from "Shangshu" (Book of Ancient History) and "Shiji" (Records of the Historian). Using methods in comparative studies, we compared the related content to investigate changes in the language during citation in the Records of the Historian and compared the ancient and contemporary translation. We found that the language used in Shiji (Records of the Historian) had evolved a relatively greater extent to take on a new look which exhibits characteristics of the early Han Chinese language.

Keywords: "Shangshu" (Book of Ancient History), "Shiji" (Records of the Historian), Related Content, Comparative Studies

With rapid rise of Confucius Institute worldwide, there is a need for us to further study the new education operating model. Such research study is essential and urgent especially for the development of Chinese Language profession in regions in the west which are lagging behind. Using the Confucius Institute at Khon Kaen University of Thailand as an example, this paper gives a systematic description of the education operating model and looks into its main special features as well as its inadequacies. Finally, we will propose few reflective recommendations for the future development of Confucius Institute.

Keywords: Confucius Institute, School Model, "1+2+1" Project

With the reform of the new curriculum, there is an extremely rich pool of resources available for language curriculum. Despite so, the reality of the situation has become seriously lopsided with great emphasis on developing, expanding the resources and their penetration, neglecting their usage, ultimate and professional for educators. Educators face the problem in the selection of resources and methods in language teaching. The fundamental and core issues faced in classroom teaching remain to be addressed. For such, we should thus reflect on whether the conventional method of teaching with texts has been fully utilised and whether the curriculum resources present in the teaching materials have been effectively tapped on. This paper will study these issues in extent.

Keywords: Language Teaching, Teaching Text, Curriculum Resources, Development

"Chinese Culture" is one of the nine major learning categories in the current new High School Chinese language curriculum in Hong Kong. Since 2009, upper secondary schools in Hong Kong have gradually shifted from a 2-year to a 3-year scheme. Under this 3-year scheme, cultural learning is emphasized in the "new upper secondary" curriculum. This paper begins with a clear definition of the concept of "culture" and uses it as a foundation to explore the special features of "culture" which then form the basis for devising a set of guidelines for teaching culture. These guidelines will then be used to evaluate the effectiveness of learning using the current teaching materials for "culture" in upper secondary schools.

Keywords: Chinese Culture, Materials for Teaching Culture, Cultural Spirit, Cultural Reflection, Cultural identity

Classical Chinese teaching has always been a component in the secondary school Chinese language teaching in Hong Kong. In other words, Classical Chinese teaching is an integral part of the language curriculum. From the 50's and 60's till now, two mainstream teaching models have been used in the secondary school Chinese language teaching in Hong Kong. Prior to 2002, it was model text teaching. The subsequent teaching model used currently is the unit approach. As an integral part of the language curriculum in Hong Kong, Classical Chinese teaching has undergone the development with both teaching models. In this paper, the former is termed as the "Old Model", while the latter is called the "New Model". In both cases, Classical Chinese teaching started at lower secondary classes. In the case of Classical Chinese teaching for lower secondary classes, it is generally assumed that the primary objective is to build up the students' basic knowledge of classical Chinese. Therefore, Classical Chinese teaching for lower secondary classes should be coupled with a curriculum that allows students to acquire and master the basics of ancient Chinese, including topics such as ancient Chinese characters, pronunciation, vocabulary, grammar and other related knowledge on cultural. Indeed, Classical Chinese teaching involves vast specialised knowledge, which makes the teaching and learning of it a challenging process. In reality, reading tactics such as skimming and speed reading to reinforce learning in the teaching of reading which uses modern Chinese writings, including prose, novels, plays and poems, are difficult to be employed in Classical Chinese teaching at the lower secondary level. This paper will focus its discussions on issues related to the scope of Classical Chinese teaching in Hong Kong's secondary Chinese Language Curriculum, the course materials and teaching problems through an analysis of the Old and New Teaching Model.

Keywords: Classical Chinese, Classical Chinese Teaching, Materials for Classical Chinese Teaching, Scope of Classical Chinese Teaching, Old and New Teaching Models

Since the beginning of the 21st century, portable and mobile devices such as smart phones and net books, have provided a new direction for technology-assisted learning. With the application of mobile devices to "Mobile Learning," anyone can study anywhere, anytime, using online materials for self-study. Learners may retrieve information or communicate with other students or experts via the Internet, collect and analyze information in real-time, and, with a little ingenuity, immediately put that information to work on-the-go while constantly connects and integrates with the constantly changing physical environment. The main purpose of this article is to provide a literature review, focusing on the recent studies and practices of the use of mobile assisted learning in the field of Chinese language studies, and the value of mobile technology in language learning. We also discuss the use of mobile technology in both formal (i.e., the classroom) and informal learning environments (i.e., spontaneous learning opportunities in various activities encountered in daily life), individual and group contexts, and real-world and online learning situations, seeking to find ways in which mobile technology can be integrated into existing theories of language learning. Finally, we propose a seamless application of mobile and network technologies into the language learning process, with the goal of enhancing the effectiveness of mobile learning in Chinese language studies.

Keywords: Literature Review, Chinese Language Learning, Mobile Learning, Seamless Learning, Learning Progress Design