Tan, Chee Lay

For Chinese Language of Nanyang Technological University in cooperation with Lu Feng Technology. It is designed according to the reading ability and needs of preschool children.

This pre-school graded picture book has four levels and is suitable for children aged 3 to 7 years old. Parents and teachers can also choose to read the book according to the Chinese reading ability of the child, and let the children read from shallow level to deep level step by step.

This series has the characteristics of targeted, interesting content, and rich auxiliary activities. Each book in the "Little Caterpillar Series" is accompanied by an interactive CD. In addition to the story animation, there are also reading activity sheets and MP3 files, so that adults and children can read, have fun and discover that learning Chinese is so interesting!

《小毛虫丛书》分级读本系列《小毛虫丛书》是南洋理工大学新加坡华文教研中心与陆锋科技合作出版的分级绘本，根据学前孩童的阅读能力和需要量身设计。这套学前分级绘本共有四个级别，适合3到7岁的孩童阅读。家长和教师也可以根据孩童的华文阅读能力选择读本，更可以让孩童由浅而深，循序渐进地进行阅读。本丛书具有目标针对性、图文内容趣味性、辅助活动丰富等特色。《小毛虫丛书》每本书均附互动光碟，内容除了故事动画，还有阅读活动单与MP3档案，让大人小孩读得开心、看得开心、玩得也开心，学华文原来这么有趣！

This book investigates the poetics of three of the most internationally contemporary Chinese poets – Bei Dao, Yang Lian, and Duoduo – who were all exiled from China after the 1989 Tiananmen student movement. Their poetry was later to be labeled ‘Misty Poem’ (Menglongshi). This book examines three aspects of the ‘Mistiness’ of the poets’ oeuvre: the socio-historic background where Misty poets live and write; imagery; and linguistic elements. After first identifying the roots of Mistiness, this book identifies imagistic and linguistic clues in order to construct a hermeneutical system that examines the irregularities of the Misty poetics and appreciates the polysemy of the poets’ works. The poem’s evocativeness is unveiled, and the irregularity of the poetry’s Mistiness is established as its most powerful linguistic and imagistic aspect. The book then places the three poets' different misty characteristics into contrast: Bei Deo’s twisted imagery and elliptical syntax, Yang’s imagery in a classically-inspired syntax, and Duoduo’s integration of images into a rhythmic syntax.

本书以三位国际知名的中国诗人北岛，杨炼以及多多的作品集为研究对象。这三位诗人均于1989 年天安门事件后流落异国， 其诗作后被称为“朦胧诗”。本书从三个角度考察他们的作品中的“模糊性”， 这三个角度分别是：朦胧诗人生活以及写作的社会历史背景；意象；以及语言要素。本书首先识别出模糊性的根源，然后辨别意向及语言中的线索，从而构造出可用来赏析朦胧诗作中的不规则现象以及一词多义现象的注释系统。回忆在诗作中被唤醒，朦胧中蕴含的不规则性被塑造，成为诗作中最有力的语言与意向角度。这本书随之将三位诗人不同的朦胧特点加以比对：北岛诗作中扭曲的意向和简略的句法，杨炼诗作中启迪于经典的意向和句法，以及多多诗作中意向与韵律句法的结合。

This paper examines the Singaporean English-Chinese bilingual students’ use of Chinese personal pronoun, the frequency of error occurrence, and the distribution of errors in expository, narrative and practical genres of writings. Results show that most errors are redundant errors, which occur mainly at the discourse and pragmatic levels, indicating that these students tend to overlook both the functions of discourse cohesion and discourse coherence of zero personal pronoun. These students have not grasped the pragmatic functions of zero personal pronoun, which is to lessen the speaker’s involvement, and to keep narration concise. Furthermore, redundant errors at the discourse level occur most frequently in expository and narrative genres, while redundant errors at the pragmatic level occur most frequently in practical genre. Such a difference reveals a relationship between error types and genres. We further confirm that specific differences exist in the use of personal pronouns between Singaporean bilingual CSL students and Chinese native speakers, and the nature of the genre affects the Singaporean students’ choice of personal pronouns. Therefore, training bilingual CSL students in the discourse and pragmatic functions of Chinese zero personal pronoun is critical to enhance discourse communication. Lastly, pedagogical paradigms are introduced based on our findings.

本文考察新加坡英華雙語學生的華語人稱代詞偏誤及其出現頻率，並探究各類偏誤於說明文、記敘文與應用文的分布趨向。結果指出，學生作文出現最多的「多餘」偏誤，其中又以「語篇層次的多餘」與「語用層次的多餘」為主，顯示雙語學生未能很好地掌握零代詞可銜接語篇、達成連貫的語篇功能，以及可弱化發話者參與及精簡敘述的語用功能，因此在語篇和語用層面均構成表達失誤。而從文體來看，說明文與記敘文出現最多「語篇層次的多餘」，應用文則是「語用層次的多餘」，此差異透露文體特徵與人稱代詞的偏誤類型存在關聯，可見文體的溝通慣例影響學生選用代詞。本文論證雙語者運用代詞與華語母語者仍有差異，因此人稱指稱是雙語學生的華語學習必須注重的內容。最後參照結論提出教學實作範例。

The exposure to language use has a strong impact on children’s language learning and development in the long run. In order to define language dominance of Singapore preschoolers, and especially in the area of Chinese word recognition which is the focus of this paper, I would be looking at a number of multiple factors, such as the child’s language use in specific contexts, frequency of contact with Mandarin-speaking adults, the exposure to Chinese language the child has and the literacy support given to the child, etc., as points of references in investigating Singapore Chinese preschoolers’ competence in Chinese character recognition. While the survey and test results show that there is room for improvement in preschoolers’ Character Recognition, the findings also lead me to examine some of the current situations and practices in preschools and at home, and this paper will offer critical reflections to improve the teaching and learning of Chinese characters in Singapore.

从长远角度来讲，语言使用的环境对儿童语言学习和发展有着强烈的影响。了解新加坡学龄前儿童的语言使用，特别在识字领域，是本文重点讨论的内容。我将探讨一系列因素，如在特定语境中儿童语言的使用，与讲华语的成年人接触的频率，儿童对所掌握的中文的接触，以及能为孩子提供的识字能力的支持等。这些将作为调查新加坡华族学前儿童汉字识别能力的参考因素。调查和测试结果表明，学前儿童的认字能力仍有改进的余地，但研究结果也使我对学前儿童和家庭的现状和做法进行了考察，本文将提出批评性建议，以提高新加坡汉字教学水平的思考。

Festivals are important occasions for the people and are accumulated through life experience in a long term. These important days usually have a close relationship with the local natural and social environment. As the seasons change, different seasons reflect different seasonal meanings, which also reflect people's living habits and local cultural characteristics. Traditional festivals are important cultural assets in Chinese culture, reflecting the rules of people's lives and their cultural values, as well as connecting generations, individuals and families, and individuals and society.

Since festivals are often highly correlated with local cultural characteristics, these local cultures are important life experiences for young children. The teacher should start from the life experience of the children, follow their natural curiosity and exploration and help them observe and feel the things around them. In the process of personally participating in social and cultural activities and festivals, experience the meaning of these activities, and proactively interpret the information in real-life situations and establish the interaction between individuals and the environment. By providing children with diverse social and cultural activities, the teacher guides them to connect with previous experience and integrate new experiences to learn the meaning of festivals and life.

节庆是百姓在长远的生活经验中所积累保留的重要日子，这些重要的日子通常会与当地的自然、社会环境有着密切的关系。随着四季变换，不同的时节反映出不同的节令意义，而这当中也体现了人们的生活习惯与当地的文化特色。传统节庆是华人文化中的重要文化资产，反映了人们生活的经验法则与蕴含的文化价值，同时连结各世代之间，个人与家庭，以及个人与社会。

由于节庆通常与当地文化特色具有相当高度的关联，这些当地文化对于幼儿来说就是重要的生活经验。老师应根据幼儿天生好奇、探索的特质，从其生活经验出发，帮助幼儿从中观察、感受周遭的人事物。在亲身参与社会文化活动、节庆活动的过程中，体验这些活动的意义，并能主动解读生活情境中的讯息，建立个人与环境互动关系。老师藉由提供幼儿多样的社会文化活动经验，引导他们连结旧经验、整合新经验，以体验节庆与生活的意义。

This is a series of four bilingual books in children's literature that cultivates the spirit of mutual support in the community and encourages children to help each other in times of needs and disasters.

这一系列的四本双语书籍，培养了孩子们在社会中相互支持的精神，鼓励他们在别人有需要和灾难发生的时候，伸出援手，互相帮助。

This book provides children the experience of Singapore’s festival and cultures. It contains reusable stickers to reenact scenes of festivals, like donning traditional costumes, eating festive food, visiting the homes of other ethnic groups, as well as traveling in Singapore. This book includes 3D art materials for children, which can be a handy teaching tool for teachers and parents. The ready-made art work will ease the adults' burden of preparing art work materials. Parents and children can make use of the book together to enhance parent-child relationship.

这本书为孩子们提供了新加坡节日和文化的体验活动。 它包含可重复使用的贴纸，用于重现节日场景，如穿着传统服饰，品尝节日美食，拜访其他民族小朋友的家园，以及在新加坡旅行。 本书包括儿童3D 艺术材料，可以为教师和家长提供方便的教学工具。 现成的艺术作品将减轻成年人准备艺术作品所需材料的负担。 家长和孩子还可以一起利用这本书来增强亲子关系。