Module CHNS2052: Chinese Language 2A

Department: Modern Languages and Cultures (Chinese)

CHNS2052: Chinese Language 2A

Prerequisites

• Chinese Language 1A (CHNS1032) or equivalent qualification subject to decision by the module's language coordinator.

Corequisites

• At least one additional level 2 module in Chinese Studies.

Excluded Combination of Modules

• Chinese Language 2B (CHNS2012).

Aims

• To build on the knowledge and skills acquired at Level 1.
• To consolidate and develop comprehensive linguistic and communicative competence across mediation, reading, writing, listening, and speaking.
• To develop an understanding of the grammatical system and the ability to use grammatical structures and vocabulary appropriate to this level.
• To deepen awareness of the culture(s) of the target language, in order to support their study and to prepare them for their Year Abroad.
• To develop metalinguistic competence, independent learning strategies and digital literacy.

Content

• A review of key grammatical structures and functions appropriate to this level.
• The development of students' language skills (reading, writing, listening, spoken production and interaction) will be integrated into a framework. focusing on various aspects of contemporary China (culture, politics, everyday life, social issues, etc.).
• A broad range of communicative tasks involving written, spoken, and audiovisual material designed to develop expression in the target language. and transferable skills.
• Activities focussed on intercultural communication, cultural diversity, digital literacy, and the use of AI tools for language learning.
• Practical preparation for the year abroad.

Learning Outcomes

• By the end of this module, students should have:
• An understanding appropriate to this level of core Chinese linguistic principles, including grammar, sentence structures, and registers, as used across a variety of text types.
• Developed practical knowledge relevant to real-life contexts, including preparation for the year abroad.

• By the end of this module, students should be able to:
• Converse, write and read in Chinese at a level of fluency appropriate to this level.
• Understand and summarise the main points of clear standard spoken Chinese and selected authentic audio materials.
• Consolidate their knowledge of key grammatical points and apply them flexibly in varied communicative contexts.
• Use digital tools, including AI-assisted resources, to support language learning, and self-correction.

• By the end of this module, students will have developed:
• Their language learning skills.
• Their communication and presentation skills.
• Their ability to work independently and collaborate effectively in groups.
• Their intercultural competence, digital literacy, adaptability and employability.

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

• This module is delivered through seminar-style classes and lab sessions.
• A grammar class provides the foundation for a series of skills-based sessions, including small-group oral classes, each focusing on one or more of the four key skills: reading, writing, speaking and listening.
• Classes will facilitate active learning and will allow students to develop their familiarity with a wide range of grammatical structures and vocabulary and to use these appropriately across a range of contexts and will enable engagement with a broad variety of cultural artifacts. In-year formative and summative assessment, devised to monitor and support learning, will prepare students for the final examinations.
• The end-of-year written and oral examinations should take place in person, on campus.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

The module includes a range of formative assessment activities designed to support students’ ongoing language development and preparation for summative assessment. These activities may include regular practice tasks, short written or oral exercises, and in-class or online activities focused on speaking, listening, reading, and writing skills. Formative tasks may also involve the guided use of digital tools, including AI, and engagement with intercultural issues in academic and workplace-related communication in Chinese. Feedback on formative work will be provided through a combination of self-assessment, peer feedback, and oral and written feedback from tutors.

■ 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.