Module CFLS1C21: Chinese Stage 2

Department: Centre for Foreign Language Study

CFLS1C21: Chinese Stage 2

Prerequisites

• Successful completion of Chinese Stage 1, HSK1, or an equivalent proficiency, subject to approval by the module convenor. No higher Chinese language entry qualification permitted.

Corequisites

• None.

Excluded Combination of Modules

• Any language module offered as part of programmes BA Modern Languages and Cultures and BA Chinese Studies.

Aims

• To build upon the foundational knowledge acquired in previous learning, enabling students to deepen their understanding of Chinese grammar, vocabulary, and characters.
• To develop students' ability to communicate effectively, using an expanded range of grammatical structures and expressions for everyday conversations.
• To enhance students' comprehension and production skills in both spoken and written Chinese.
• To cultivate students' cultural awareness, providing insights into key social practices and communication norms in Chinese-speaking society.
• To foster independent learning strategies that help students evaluate their progress and tackle areas of difficulty in language acquisition.

Content

• Core grammar and vocabulary for everyday communication.
• Introduction to extended characters and their practical use in reading and writing.
• Basic cultural knowledge, including social practices and communication norms in Chinese-speaking society.
• Speaking and listening practice focused on managing simple conversations on familiar topics.
• Writing short, cohesive texts such as diary entries and letters.
• Reading comprehension using short, authentic materials related to everyday life.

Learning Outcomes

• On successful completion of the module, learners should be able to:
• Demonstrate understanding of a wider range of grammatical structures and vocabulary.
• Recognise and use an expanded set of characters.
• Develop awareness of key cultural practices and communication norms in Chinese-speaking society.
• Understand and extract basic information from course related written and aural texts.

• On successful completion of the module, learners should be able to:
• Communicate in short conversations and interact on extended everyday topics, both in in oral and written/typing format.
• Manage familiar situations such as making plans, giving reasons, and expressing preferences or frequency.
• Write short, cohesive texts such as diary entries or short letters using appropriate connectors.
• Interpret the main ideas of short authentic spoken and written materials related to everyday topics.

• On successful completion of the module, learners should be able to:
• Demonstrate increased independent and reflective learning strategies.
• Evaluate their progress in the four language skills - reading, writing, speaking and listening - and apply strategies to address areas of difficulty.
• Apply problem-solving skills to maintain communication in unfamiliar situations or when encountering gaps in knowledge.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• This module is delivered through weekly seminars that combine communicative practice, interactive tasks, and guided independent study. Activities include individual, pair, and group work, pronunciation practice, listening and reading tasks, and reflective exercises. Multimedia resources and digital tools are integrated to enhance engagement and support learner autonomy.
• Students are expected to engage in independent study, revising material and completing formative language exercises. Reflective strategies help track progress and identify areas for improvement. Collaborative activities, such as peer feedback and group work, encourage extended conversations and build confidence in using language in various contexts.
• The module uses continuous assessment through formative tasks like vocabulary quizzes, listening exercises, and writing assignments. The summative assessment evaluates overall language proficiency across all four skills (speaking, writing, listening, and reading) to ensure practical application of grammar, vocabulary, and characters.
• Time dedicated to the In-Year tests factors in turnaround time and will usually be 60-90 minutes in length. Time dedicated to the Oral Examinations also factors in turnaround time. Both forms of assessment are usually done under exam conditions and held in person.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Regular homework/assignments will be given to the students to practise and consolidate what they have done in class and to prepare the following session, some of which will be submitted and marked as formative assignments and regular feedback will be given to the students accordingly.

■ Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.