刘国强，男，澳大利亚Deakin University 中国研究副教授，研究方向为中国语言与文化，出版过作品“Interaction and Second Language Acquisition”；参与学术著作的编撰，《全球语境下海外高校汉语教学》；《不同语言、文化和政策环境下的汉语教学》；“Teaching Chinese: Challenges in a GlobalizedWorld”。
目錄：
CONTENTSCONTENTS
1Teaching Chinese in an International Context
Guoqiang Liu and Fengqi Qian
2Creating a Productive Environment for Learners of Chinese in Australian
Universities
Shen Chen， Yan Liang and Helena Hing Wa Sit
3Knowledge Framework and Pedagogical Reimagining: Teaching and
Learning Chinese in the Australian Context
Huizhong Shen
4Language Class Students Placement in Victorias Multicultural Society
Shaoming Zhou and Ruonan Zeng
5Classroom Language Use in CL2 Teaching: Designing from a Learners
Perspective
Yeow Wah Fong and Yeng Seng Goh
6Emotions and Chinese Language Learning
Wen Chen and Guoqiang Liu
7Enhancing Cultural Awareness via Literature in Chinese Second
Language Education
Jindan Ni
8Learning in the Language of Cinema: A Case Study of the Impact
of Humanities Subjects on Chinese International Students
Critical Thinking Ability
Yuxing Zhou and Shaoming Zhou
9Driving， Progressing and Consolidating ChineseCharacterWriting
Teaching Method: An Exploration
Zhenyi Guo， Chen Zhang and Liping Du
10Syntactic Approaches to Tertiary Total Beginner Students of Chinese
Shijing Wang and Liping Du
11Cracking the Tones
Shijing Wang
12Exploring Students SelfEfficacy in a ChineseEnglish Interpreting
Class in Australia
Hailan Paulsen， Zhichang Xu and Hui Huang
13Reform and Innovation in the Use of Technology in Chinese
Interpreting Teaching
Hailan Paulsen
14Translation in the Space of Translanguaging: A Case Study of
Undergraduate Translation Teaching
PREFACEPREFACE
At a gathering of university teachers of Chinese language， a teacher， unsure of himself， casually and hesitantly aired an idea about publishing a book on teaching and learning of Chinese in an international context such as Australia. To his surprise， his idea started an earnest discussion.
There was an agreement among us that this would be a good opportunity for each of the contributors to reflect on our work as a teacher， and each of us could concentrate on one issue or aspect of Chinese teaching. Teachers at this gathering were mostly experienced teachers of Chinese. Some of us have been in the profession for a long time and some have been teaching Chinese for almost 30 years. It is time for us to look back at what we have been doing.
We hope this book is of some interest to people who teach Chinese， people who are training to be teachers of Chinese and people who would like to be teachers of Chinese in the international contexts.
This book contains fourteen articles on topics of a fairly wide range， from ecology of Chinese teaching and learning in an international context， creation of a productive learning environment and pedagogical reimagining， to language class students placement， classroom language use and emotions in Chinese language learning， to culture and cinema in teaching Chinese， to teaching tones， Chinese characters and syntax， and to interpreting and translating as part of Chinese learning.
The process of writing this book has been a pleasant one of cooperation among contributors. Chapters in this book have all gone through a blind review process， in which every contributor has reviewed one or two chapters written by other contributors. We would like to acknowledge the effort and hard work every contributor has put into writing and reviewing chapters of this book.
We would like to thank Shanghai Jiao Tong University Press for publishing this book， and to Xin Yan of the Press who has overseen the publishing process of this book.
Guoqiang Liu， Shaoming Zhou and Hui Xu
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