附註:Description based upon print version of record.
Cover; Half Title; Series; Title; Copyright; Dedication; Contents; List of figures; List of tables; List of contributors; List of abbreviations; Introduction; 1 The Cantonese language; Part I The teaching and learning of Cantonese; 2 Teaching and learning Cantonese as a second language: learners' attitudes and learning hurdles; 3 Learning Cantonese in the work context of Hong Kong: needs, practices, and benefits; 4 A case study of Cantonese as a foreign language curriculum design in North America: establishing the Cantonese Language Program at the University of British Columbia
5 Teaching Cantonese literacy as part of a general education program: issues and challengesPart II Experience and advice from advanced learners; 6 My Cantonese odyssey; 7 Self-reflective ethnographic analysis of a Singaporean learner of Hong Kong Cantonese; 8 "Do you dream in Cantonese?": the long road to a competent L2; 9 Striving for linguistic and cultural assimilation in Hong Kong; 10 Cantonese as seen from Japanese eyes; Part III Cantonese as a second language inthe Hong Kong education system
11 From oracy to literacy: the role of Cantonese in the learning of Chinese reading and writing12 The effect of age of arrival to the development of Cantonese narrative in ethnic minority children of Hong Kong; 13 Teaching Jyutping to non-Chinese-speaking secondary school students in Hong Kong; Appendices; Index
摘要:Cantonese is a language from southern China that is spoken by roughly 70 million people worldwide. It is the language of Hong Kong cinema and has traditionally been the most prominent language spoken in Chinatowns around the world. People choose to learn Cantonese for a variety of social and economic reasons: because it is a heritage language that one's relatives speak; because it is the language of one's partner and monolingual in-laws; because it is necessary for living and working in Hong Kong, Macau, Guangzhou, or other Cantonese-speaking communities; because it is the bridge to fully appreciating and understanding Cantonese culture; or simply because it is an irresistible challenge. Whatever the motivation, more and more people are choosing to learn Cantonese as an additional language. This book discusses many issues related to both acquiring and teaching Cantonese. If you are a learner of Cantonese, this long overdue volume is essential to understanding both the grammatical and the social issues involved with learning this notoriously difficult language. If you are a teacher, this book will be invaluable to gaining insight into your students' motivations and needs. And finally, if you are an applied linguist, the unique aspects related to the acquisition of Cantonese offer a fascinating contribution to the literature.
