Learning Chinese characters is one of the major challenges CFL learners face, and it may in some cases become overwhelming and cause learners to lose their motivation for learning the language....Show moreLearning Chinese characters is one of the major challenges CFL learners face, and it may in some cases become overwhelming and cause learners to lose their motivation for learning the language. However, the character script is one of Mandarin Chinese’s most salient features, and is indeed one of the aspects that draws learners to learning Mandarin in the first place. This brings us to an important question: How should Chinese characters be taught to CFL learners? In The Netherlands, Mandarin is now being taught at more and more high schools, but as this is a relatively recent development, not that many Dutch textbooks are as yet available for Dutch high school student CFL learners. This study has examined: What research has had to say about how to teach Chinese characters to CFL learners (‘Theory’); How several beginner-level textbooks in use at Dutch high schools teach Chinese characters (‘Practice’); The views and approaches of a group of Chinese CFL teachers and a group of Dutch CFL teachers regarding teaching Chinese characters (‘Practice’); and finally: To what extent practice, especially practice in Dutch high schools, appears to correspond with theory (‘Practice versus Theory’). Insofar as research has provided clear results or suggestions, and insofar as the present study has touched upon the corresponding topics, practice in fact appears to closely correspond to theory. It is also clear, however, that more research is needed.Show less
In this thesis the argument made is that Mandarin sentence-le is to be analyzed as the English nonfinite perfect "to have + -ed". First, by the use of the Reichenbach-Klein framework, a definition...Show moreIn this thesis the argument made is that Mandarin sentence-le is to be analyzed as the English nonfinite perfect "to have + -ed". First, by the use of the Reichenbach-Klein framework, a definition is given of the used terms such as 'tense' and 'aspect'. Then, also using the Reichenbach-Klein framework, a description is given of the main characteristics of the English nonfinite perfect "to have + -ed". Then, a description is given of the semantics of le, based on what is said about this in the literature. Finally, a native speaker is asked to answer questions about sentences in which sentence-le is used with different types of predicates in order to see how the meaning of these sentences differ or are similar to the meaning of sentences in which the English nonfinite perfect is used.Show less
