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Strategies of Teaching "le" at the Beginning Level of Chinese as a Foreign Language

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Abstract

This pedagogical report shares a variety of strategies to teach “le” at the beginning level of Chinese as a foreign language. The report introduces various ways to help students conceptualize the meaning of “le”, understand the function of “le”, and scaffold the correct application of “le” by creating relevant mental models and function-driven contexts. Rationales and examples of these strategies are provided. Students’ recordings using “le” are analyzed to evaluate the effectiveness of these strategies. Reflections on lessons learned during this first cycle of experimenting these methods are also shared.
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