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Teaching Chinese Punctuation Marks for Intermediate and Advanced Learners Based on the New HSK levels 3-6 Tests
Cross-Cultural Studies
2020,
61(), pp.181-218
DOI : 10.21049/ccs.2020.61..181
Publisher : Center for Cross Culture Studies
Research Area : Literature
DOI : 10.21049/ccs.2020.61..181
Publisher : Center for Cross Culture Studies
Research Area : Literature
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In this paper I studied the teaching of Chinese punctuation marks for -ntermediate and advanced learners, using an analysis of the previous new HSK tests and examination of the meanings and functions of the punctuation marks. In chapter 1, I analyzed the chinese punctuation marks appearing in the reading texts of 20 sets of the previous New HSK levels 3-6 and found a total of 13. I also studied the average number, frequency, and distribution of the punctuation marks for each set, conducted a step-by-step comparative analysis of the punctuation marks. In chapter2, I examined the meaning and function of the punctuation marks in my sample. This allowed me to analyze the meanings and functions of each sentence symbol in the various texts. Finally, I made an educational proposal based on my analysis. Because learning and knowledge of commas ( , ) and periods( 。 ) is very important for intermediate and advanced learners, I suggested that these marks be learned in stages. Because use of slight-pause marks( 、), colons( ; ), and semicolons( ; ) increased at more advanced levels, I suggested that these marks appear first in simple and then in increasingly longer sentences so the learners could practice interpreting and understanding the sentences correctly. Finally, I noted that advanced knowledge of the meanings and functions of the punctuation marks should be required to support learners' reading and writing.
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