The Learning and Teaching of Cantonese as a Second Language

✍ Scribed by Siu-lun Lee (editor)

• Publisher: Routledge
• Year: 2023
• Tongue: English
• Leaves: 259
• Edition: 1
• Category: Library

✦ Synopsis

The Learning and Teaching of Cantonese as a Second Language brings together contributions on such issues as Cantonese textbooks, linguistic description, literacy and tone acquisition, supplemented by case studies from the Netherlands and Japan.

The learning and teaching of Cantonese as a second language is a subject of considerable interest in the international academic community, and the first international symposium on teaching Cantonese as a second language, held at the Chinese University of Hong Kong in October 2019, brought together leading researchers in this field. This conference provided the inspiration for the current volume, The Learning and Teaching of Cantonese as a Second Language.

In the Hong Kong context, historically, the term ‘Cantonese’ refers to the language varieties of immigrants who came to the territory from various areas in Guangdong province, including Macau, Panyu, Taishan, Xinhui and Zhongshan. From the late nineteenth century onwards, their speech coalesced into the contemporary variety of Cantonese used in Hong Kong today. The term ‘Cantonese’ is also used to refer to the entire Yue subgroup of Chinese, which includes varieties of Cantonese spoken in southern China, Hong Kong, Macau, Malaysia, Singapore and among overseas Chinese in Australia, Europe and North America. In all, it is estimated that there are about 70 million Cantonese speakers in the world.

This volume is of direct relevance to educators, language teachers, linguists and all those concerned with the learning of Cantonese as a second language.

✦ Table of Contents

Cover
Half Title
Title Page
Copyright Page
Table of Contents
List of Figures
List of Tables
List of Contributors
1 Introduction: The Learning and Teaching of Cantonese as a Second Language
The Cantonese Language
Learning and Teaching Cantonese as a Second Language
The Contents of the Book
Part I: Linguistic Perspective On the Learning of Cantonese
Part II: Case Studies From the Netherlands and Japan
Part III: Current Trends in Cantonese Language Education
Cantonese Romanisation Systems
Differences Between Jyutping and the Yale System
References
Part I Linguistic Perspective On the Learning of Cantonese
2 The Cantonese Mixed Script
Introduction
Written Cantonese
Contact Between Cantonese and English in South China
The Cantonese Lexicon and Its Stratification
Hong Kong Standard and Literary Chinese Stratum
Colloquial Cantonese Stratum
English Loanword Stratum
Lexical Borrowing Through Phonetic Transliteration
Lexical Borrowing Through Semantic Translation
Lexical Borrowing Through Combination of Phonetic Transliteration With Semantic Translation
Integration of English Alphabet Into Spoken and Written Cantonese
The Sino-Alphabet
The Canto-Alphabet: Letters of the English Alphabet Pronounced With Cantonese Morphosyllables in Hong Kong
The Cantonese Mixed Script
English Letters Are Used as Ad Hoc Romanization to Transcribe the Pronunciations of Colloquial Cantonese Morphosyllables, Some of Which May Have No Other Written Form
Single English Letters Transcribe Colloquial Cantonese Monomorphosyllables
How English Loanwords Are Written in Cantonese
Single English Letters That Are Pronounced in Cantonese Transcribe English Loanword Syllables That Are Typically Abbreviations of Longer Words Or Phrases
Retention of Original Spellings of English Loanwords
Loanwords Retain Their Original English Spellings But Are Pronounced With Cantonese Morphosyllables
The Original Spellings of English Loanwords Are Shortened and Pronounced With One Or Two Cantonese Morphosyllables
Why Do So Many Loanwords Retain Their Original Spellings?
Phonetic Transformation of English Words Into Cantonese Words
Cantonese and English Sound Systems
Concluding Remarks
References
3 Written Cantonese and Cantonese Textbooks in Mainland China
Introduction
Cantonese Textbooks
1) Many Cantonese Textbooks Have Been Published in Mainland China
2) These Textbooks Are Almost All Written for People Who Already Speak Other Varieties of Chinese
3) Most of the Textbooks Surveyed Have a Preface That Explains/justifies the Publication of a Textbook for a ‘Dialect’ of Chinese
4) The Textbooks All Focus Primarily On Teaching Oral Skills
5) The Textbooks Offer Very Little Evidence of Intent to Teach Reading and Writing Skills
6) The Textbooks All Include Large Amounts of Written Cantonese Text
7) The Textbooks Do Not Include ‘Authentic’ Cantonese Texts
8) The Textbooks Do Not Explain Or Justify Their Heavy Use of Written Cantonese
Textbooks for Other Regional Varieties of Chinese
1) Virtually All of the Textbooks Feel the Need to Explain and Justify the Existence of a Textbook for a Regional Variety of Chinese
2) All of the Textbooks Make Heavy Use of Text Written in the Target Variety of Chinese
3) The Textbooks Do Not Explain Or Justify Use of the Written Form of the Variety They Teach
Discussion
1) Teaching Literacy in the Written Language (Chinese Characters) Actually Is One Goal of the Textbooks, But Only a Minor and Generally Unacknowledged One
2) Large Amounts of Text in Written Cantonese Are Included Because this Has Practical Advantages for Textbook Design Purposes
3) Large Amounts of Text in Written Cantonese Are Included Because this Seems Natural and Culturally Acceptable – Especially When Text Is Portrayed as Spoken Language
Conclusion
Notes
References
4 How Not to Acquire Tone: Cross-Linguistic Influence in Prosody
Introduction
The Challenge of Cantonese Tones
Transfer of First Language Phonological Features
Cross-linguistic Influence in Prosody
Prosodic Transfer in Cantonese–English Bilingual Children
Prosodic Transfer in Adult Learners
Lexical Stress Superimposed On Non-High Tone Initial Syllables
Phrasal Stress Superimposed On Non-High Tone Syllables
Low Tones Superimposed On Non-Low Tone Syllables in Phrase-Final Position
Failure to Realize High Tones
Conclusions
References
5 Teaching Literacy Skills to Cantonese Learners
Introduction
The Need for Chinese Literacy Skills in Hong Kong
The Written Cantonese and Written Chinese
Literacy in Hong Kong
Spoken Cantonese and Written Chinese
Teaching Literacy Skills: The Chinese University of Hong Kong Experience
From Characters to Character Combinations
From Simple to Complex Sentences
From Constructed Texts to Authentic Texts
Genres of Texts
The Challenges to the Learning and Teaching of Chinese Literacy in Hong Kong
Conclusion
Note
References
Part II Case Studies From the Netherlands and Japan
6 Cantonese Heritage Language Teaching in the Netherlands: Towards an Inclusive Classroom
Introduction
The Chinese Diaspora in the Netherlands
Challenges of Cantonese Heritage Language Teaching
The Chinese Heritage Speaker’s Competence
Challenges of Chinese Heritage Language Teaching
Methodology and Data Collection
Findings
The Goals and Limitations of Cantonese Heritage Speakers
The Needs, and Interests of Cantonese Heritage Learners
Conclusion and Discussions
Limitations and Future Research
Notes
References
7 The Learning of Cantonese as a Foreign Language at Japanese Universities
Introduction
Overview of the Current Situation
Learning Institutions for Cantonese
Romanization Systems in Learning Materials
Real-life Examples
Major Challenges
Lack of Motivation
Lack of Intermediate / Advanced-Level Materials
Disadvantages Caused By Limited Knowledge of Written Chinese
Current Options for Cantonese-Only Learners for Acquiring Written Chinese
Advantages of Japanese Speakers
High Level of Reading Comprehension
Familiarity With Chinese Vocabulary
Familiarity With Chinese Grammar
A Possible Solution
Concluding Remarks
Acknowledgements
Notes
References
Part III Current Trends in Cantonese Language Education
8 Curriculum Design and Cantonese Teaching at a Hong Kong University
Introduction
Cantonese Provision at HKUST
The Commissioning of the ‘Basic Cantonese for Accounting Professionals’ Course
The Course Nature and Structure
The Students
Needs Analysis and Course Design
Curriculum Design Re-Visited
The ‘Negotiated Syllabus’
The Learner-Centred Curriculum
Learning-oriented Assessment
Language Teaching Pedagogy Revisited
Maximizing ‘Surrender Value’
Technology-enhanced Language Learning
Building a Case for CSP (Cantonese for Specific Purposes)
Borrowing From ESP (English for Specific Purposes)
Teacher Preparation for CSP (Cantonese for Specific Purposes)
Towards Professionalization of Cantonese Teaching
The Prevalence of ‘Accidental Teachers’ of Cantonese
Professionalizing Cantonese Teaching
References
9 Teaching Cantonese Tones to International University Students in Hong Kong
Introduction
Cantonese
Five-point Pitch Scale (FPS) and Solfège
Tone Teaching Methods
Gestures as Another Mode of Input
A Structural Tone Teaching Approach
Phase 1: Establishing the Concept of Cantonese Tones
Phase 2: Scaffolding Tone Learning With Easy-To-Remember Techniques
Activity 1: Sing Out the Tones!
Activity 2
Activity 2a: Sing-And-Pat With Me
Activity 2b: Be a Conductor
Activity 3: Disyllabic Words
Phase 3: Revising With an Interactive Learning Package
Acknowledgements
Notes
References
10 A Corpus-Based Approach to Learning and Teaching Cantonese
Introduction
Corpus-based DDL Approach in Learning and Teaching Chinese and Cantonese
Cantonese Corpora for Language Learning and Teaching
The Corpus of Mid-20th Century Hong Kong Cantonese
Prohibitive Markers .. and .
Limitations of HKCC
Conclusion
Notes
References
11 Textbook Cantonese Romanization Systems
Introduction
Romanization Systems Used in Hong Kong
Comparison of Romanization Systems
Initials
Aspirated Vs. Unaspirated
Palatal Approximant [j].
Two Kinds of Velar Stops
The Value of ‘H’
Sibilants [ts], [ts’], [s].
Finals
[œ] and [.] as Two Different Phonemes
Tones
Long ‘A’ and Short ‘A’
Learning and Teaching Hints
Tone-embedded Numerals
Corresponding Rules Between Mandarin and Cantonese
Self-made Quizzes
Concluding Remarks
Notes
References
12 Learning, Teaching and Performing Cantonese On the Internet
Introduction
Online Resources for Cantonese Second Language Learners
The Study
Data Collection and Methodology
Results
Cantonese Online Teaching Videos
Cantonese Corner Series
CantoneseClass101 Series
Other Cantonese Series
Cantonese Series for Chinese Speakers
The Viewing Audience for YouTube Cantonese Teaching Videos
Videos of Cantonese Language Performance
Sharing Learning Experiences in Monologues
Showcasing Language Abilities in Dialogues
Song Performances in Cantonese
The Appeal of Online Videos to the Audience
Conclusion
Notes
References
Index