Master of Arts in Teaching (MAT)
This handbook is written specifically for EFL teachers of Mandarin Chinese speaking students at the high elementary and intermediate levels of study. It is intended, through contrastive analysis, to provide the teacher with:
a) an understanding of why these students have particular difficulty with certain structures and sentence patterns in English;
b) a tool in predicting what ten of these patterns are; and c) strategies and activities for use in the classroom that will help the student overcome these ten hurdles in learning English.
The plan of this handbook rests on the belief that the more we as teachers understand of our students' native language, the easier it will be to understand and deal with their problems in learning the target language, English. And more importantly, student recognition of the differences between their Ll and English will make easier the task of mastering this new code of expression.
The ten items covered in this handbook are as follows: subject-verb agreement, pluralization, a, an, and the, subject-object pronouns, affirmative and interrogative statements with is, am, and are, negation with is, am and are, word order in simple sentences, prepositions in, on, and at, wh-questions, and word order in addresses.
Bilingual, Multilingual, and Multicultural Education | Curriculum and Instruction | Curriculum and Social Inquiry | Education | Educational Methods
Steele, Mark Anthony, "Ten Basic Grammar Hurdles for Mandarin Chinese Speakers: A Contrastive Guide for the Beginning Teacher of Adult Mandarin Chinese EFL Students" (1987). MA TESOL Collection. 658.