Master of Teaching Chinese as a Foreign Language

Course Description

Core Courses

Research Methods in Language Teaching

This course aims to introduce the commonly used research methods in language teaching and learning, including analysis on research theories of language teaching in foreign countries and discussion on research theories of teaching Chinese as the target language, with the latter one as its focus. Classroom instructions are based on students’ reflections of their own research experiences and discussions with instructors.

Educational Psychology

This course provides students with theoretical frameworks and analysis of case studies in Educational Psychology, including general theory of educational psychology, educational psychology theory of foreign language teaching, as well as the corresponding case study. This course offers students of DTCFL theoretical knowledge of pedagogy, trains students to apply research methods in Education on exploring second language learner psychology and learning behavior, teacher psychology and teaching behavior in Chinese as a foreign language teaching.

Language Education from the Perspective of Globalization

This course aims to demonstrate the value of TCFL in the context of globalization. It compares TCFL with the foreign language education in different countries around the world, paying particular attention to the effectiveness of language education, the changing demographics of students and the development trends of language education institutions in different countries. Problems and issues of current Chinese language teaching are also be discussed.

Special Topics in Teaching Chinese as a Second Language

Based on the case analysis, this course focuses on the combination of theory and practice of teaching Chinese as a foreign language. It explores in details the teaching methods, teaching strategies, teaching effects and problems in teaching Chinese language elements, including Chinese phonetics, vocabulary, grammar, characters, etc..

Chinese Language Education and Chinese Culture Communication

The course aims at revealing the relationship of Chinese language education as language teaching ontology and as the carrier of cultural communication. It aims to inspire students to discover the relevance and difference of language teaching, cultural awareness and their integration.

Second Language Acquisition

This course reviews the formation and development of Second Language Acquisition theory, major viewpoints and current research topics. It aims to deepen students' understanding of second language acquisition and teaching theory, and cultivate students to explore the rules and characteristics of Chinese as a second language acquisition from the perspective of Chinese language.

Teaching Practice

Teaching practice includes teaching, tutoring, and completing other teaching activities assigned by the internal and external internship supervisors. The grades are scored as either pass or fail. Upon the completion of the teaching practice, students are required to: 1) offer internship certificate signed by the person in charge of the internship institutions or programs; 2) submit an internship report (with pictures of teaching practice as attachment) and 3) present a PPT report at the post-internship meetings. Specific rules shall be implemented in accordance with the “Administrative Regulation of Teaching Practice” of UIC.

Academic Journal Paper(s)

Students are required to publish papers in relevant academic journals (at least 1) no later than the first semester of the third year. The published journals must be approved by the Faculty Board and the Committee for Graduate Studies of UIC. Grades are scored as either pass or fail.

Foreign Language compulsory courses (Select one of the two courses)

Portuguese for Special Purposes

The main purpose of this course is to develop students' ability to communicate in foreign languages and to assist in teaching and research, with the special references to vocabulary learning, oral communication and reading skills. Students taking this course are required to reach a higher level of professional Portuguese, in line with the overseas teaching practice, employment and research required by this program.

English for Special Purposes

The main purpose of this course is to develop students' ability to communicate in foreign languages and to assist in teaching and research, with the special references to vocabulary learning, oral communication and reading skills. Students taking this course are required to reach a higher level of professional English, in line with the overseas teaching practice, employment and research required by this program.

Elective Courses (Select two of the three courses)

Special Topic in Contemporary Teaching Theories and Practices

This special topic includes the development and innovation of teaching methods, learner-oriented teaching concepts and practices, educational development in the Internet age, and comparative studies of Eastern and Western educational concepts and methods. It pays close attention to the development frontier of education via discussing the teaching thoughts at home and abroad as well as the development process of pedagogics.

Special Topic in Multicultural and Intercultural Communication

This special topic includes comparative study of Eastern and Western cultures, Asian cultural studies and intercultural communication theory and practice. In addition, instructors’ research experiences and observations of cross-cultural communications are also part of the course materials.

Special Topic in Research of Chinese Language and Language Teaching

The main purpose of this course is to enhance the students' theoretical attainment on linguistics and language teaching theory, as well as to develop their academic vision. Different sub-topics are offered according to the research expertise and field of the instructor, including but not limited to: research and teaching of Chinese function words, teaching of Chinese language skills, theories and methods on language testing, and language typology.

Dissertation

Students are required to complete a dissertation with more than 80,000 words in 18 months on topics including but not limited to: theoretical study of teaching Chinese as a foreign language, second language acquisition, pedagogies in teaching Chinese as a foreign language, comparison of Chinese and foreign languages/cultures, cross-cultural communications and language assessment and testing. Both quantitative and quantitative research methods are required, and the dissertations need to make significant contribution to the field at both theoretical and practical level.