Module CFLS1C31: Chinese Stage 3

Department: Centre for Foreign Language Study

CFLS1C31: Chinese Stage 3

Prerequisites

• Successful completion of Chinese Stage 2, HSK2, 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 consolidate and widen further knowledge of Chinese.
• To enhance students’ ability to communicate effectively in both spoken and written Chinese in extended everyday contexts.
• To strengthen comprehension skills through engagement with connected spoken and written texts.
• To build the ability to produce coherent written texts, integrating appropriate grammar and cohesive devices.
• To develop awareness of Chinese communication styles, cultural norms, and sociolinguistic features relevant to interpersonal situations.
• To foster learner autonomy and strategic competence for engaging with authentic materials.

Content

• Most functional and notional topics studied at this level will be determined by the main course book. Class materials will be supplemented by online resources.
• Oral activities will promote the basis for developing confidence, flexibility and fluency in conversations.
• This module aims to consolidate and extend students’ competence in Chinese language while fostering intercultural understanding and reflective learning. Building on prior study, this module develops learners’ ability to communicate with increasing accuracy, independence, and sensitivity to context. Through engagement with authentic materials, collaborative projects, and critical reflection, students enhance their linguistic skills, deepen their awareness of Chinese-speaking cultures, and strengthen key graduate attributes such as open mindedness, curiosity, creativity and intellectual ambition and rigour.

Learning Outcomes

• On successful completion of the module, learners should be able to:
• Demonstrate understanding and use of more complex grammatical structures.
• Show understanding of a wider range of vocabulary and characters.
• Display insight into Chinese-speaking communication styles and cultural values.

• On successful completion of the module, learners should be able to:
• Communicate effectively in extended conversations and short presentations, and interact on extended everyday topics both in person (speaking) and online (typing), expressing opinions, intentions, and experiences with increasing accuracy and fluency.
• Read and listen to connected texts on familiar topics and summarise key points.
• Produce coherent written texts using appropriate grammar and cohesive devices.
• Apply learning strategies to engage with short authentic materials and infer meaning from context.

• On successful completion of the module, learners should be able to:
• Demonstrate autonomy in managing their own learning and integrating all four language skills.
• Reflect critically on intercultural communication and adapt language use to context.
• Show initiative and resilience in sustaining communication in less familiar or extended interactions.

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; extended speaking practice; grammar application tasks; listening and reading activities using connected texts; short presentations; and reflective exercises. Multimedia resources and digital tools are integrated to support kanji expansion, vocabulary development, and learner autonomy.
• Students are expected to engage actively in independent study, revising new material and preparing for class through kanji practice, vocabulary review, and consolidation of grammar. Reflective strategies help track progress and identify areas for improvement. Collaborative activities, such as peer feedback and group discussions, support extended interactions and build confidence in managing more complex communicative situations.
• The module uses continuous assessment through formative tasks such as kanji and grammar quizzes, listening practice, and short writing tasks. The summative assessment evaluates overall language proficiency across all four skills (speaking, writing, listening, and reading), ensuring students can apply complex grammar, extended vocabulary, and characters in practical communication.
• 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.