Conceptualization of the Chinese Language Teaching Paradigm

  • Chee Kuen Chin


Chinese Language curriculum in Singapore has undergone several major reforms since the nation’s independence. This article analyses the characteristics and language education views of Chinese Language curricula and discusses a paradigmatic shift needed for Chinese Language curriculum which takes into consideration various trends and conditions in Singapore, with an emphasis of affording students to use the language in real-life situations with specific purposes.


Scholarly Books

  1. Benson, P. (2001). Teaching and researching autonomy in language learning. London: Pearson Education Limited.Google Scholar
  2. Bruner, J. S. (2009). The process of education. Cambridge, MA: Harvard University Press.Google Scholar
  3. Krashen, S. (1982). Principles and practice in second language acquisition. New York: Pergamon Press.Google Scholar
  4. Li, C. (2006a). Language teaching paradigms. Beijing: Hua Ling Press.Google Scholar
  5. Li, M. (2006b). Information learning. Beijing: Beijing Normal University Press.Google Scholar
  6. Lu, S. (2005). The change of new curriculum learning mode. Beijing: China Personnel Publishing House.Google Scholar
  7. Nunan, D. (1988). The learner-centred curriculum: a study in second language teaching. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  8. Tarone, E., & Yule, G. (1999). Focus on the language learner. Oxford: Oxford University Press.Google Scholar
  9. University of Singapore Students’ Union. (1980). New education system and Singapore. Singapore: University of Singapore Students’ Union.Google Scholar
  10. Zhong, Z. (2006). Information teaching models. Beijing: Beijing Normal University Press.Google Scholar

Book Chapter

  1. Cheah, C. M. (2001). Bilingual education and Chinese Language teaching. In Y. S. Goh & C. H. Neo (Eds.), Anthology of Chinese language teaching (Vol. 2, pp. 1–12). Singapore: Chinese Language Society (Singapore).Google Scholar


  1. Chen, X. (2004). Study of contemporary teaching paradigms. Journal of Shan’xi Normal University, 33(5), 113–118.Google Scholar
  2. Cheng, K. (2006). Reflections on the reform of foreign language teaching in China. Journal of the Chinese Society of Education, 2, 55–58.Google Scholar
  3. Deng Y., & Cheng, K. (2010). Activity: The basic characteristic of task—Based language learning. Education Review, 1, 84–87.Google Scholar
  4. Leng, B. (2006). The differentiated teaching and learning resources design in network environment. Journal of Yanbian University (Natural Science Edition), 32(4), 308–311.Google Scholar
  5. Liu, W. (2011). Tasks design in task-based teaching. New Curriculum (High School), 2, 121.Google Scholar
  6. Sang, Y. (2008). Effective foreign language teaching: Perspectives based on teaching paradigm. Journal of Xi’an International Studies University, 16(2), 87–96.Google Scholar
  7. Soller, A., & Lesgold, A. (2010). Modeling the process of collaborative learning. In H. U. Hoppe, H. Ogata, & A. Soller (Eds.), The role of technology in CSCL: Studies in technology enhanced collaborative learning (pp. 63–86). New York: Springer.Google Scholar
  8. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–253). Rowley, MA: Newbury House.Google Scholar
  9. Wei, Y. (2005). Interpretations on task-based teaching principles. Global Education, 33(6), 54–57.Google Scholar
  10. Zhang, S. (2008). Complex between accuracy and fluency: Task-based guidelines for balanced development. Journal of Sichuan Normal University (Social Sciences Edition), 35(5), 82–90.Google Scholar
  11. Zhu, Y. (2007). Task-based language teaching series. Forum on Contemporary Education, 14, 130–131.Google Scholar

Government Documents

  1. Goh, K. S., & The Education Study Team. (1978). Report on the Ministry of Education. Singapore: Ministry of Education.Google Scholar
  2. Ministry of Education. (2011). Nurturing active learners and proficient users: 2010 mother tongue languages review committee report (MTLRC). Singapore: Ministry of Education.Google Scholar


  1. Lianhe Zaobao. (1999, January 21). Deputy Prime Minister Lee Hsien Loong policy statement (full text).Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  1. 1.Singapore Centre for Chinese LanguageSingaporeSingapore

Personalised recommendations