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This thesis examines the play Qian Dayin zhichong Xie Tianxiang, written by the Yuan dynasty (1271-1368) playwright Guan Hanqing (c.1225-1302). The first chapter of this paper provides brief background information about northern style Yuan drama (zaju) as well as a plot summary and notes about the analysis and translation. Through

This thesis examines the play Qian Dayin zhichong Xie Tianxiang, written by the Yuan dynasty (1271-1368) playwright Guan Hanqing (c.1225-1302). The first chapter of this paper provides brief background information about northern style Yuan drama (zaju) as well as a plot summary and notes about the analysis and translation. Through a close reading of the play, I hope to illustrate how the play's complicated ending and lack of complete resolution reveals why it has received relatively little attention from scholars who have previously discussed other strong, intelligent female characters in Guan Hanqing's plays. The second chapter of this thesis includes translation of the play that is comprised of a wedge preceding the four acts. Before each act of the play is a critical introduction and analysis of the act to follow. Although many of Guan Hanqing's plays have been translated into English, this play has never been translated.
ContributorsByrnes, Kelli (Author) / West, Stephen H. (Thesis advisor) / Zou, Yu (Committee member) / Ling, Xiaoqiao (Committee member) / Arizona State University (Publisher)
Created2011
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ABSTRACT Much of teacher feedback research is conducted in the L1 and L2 contexts. There is a paucity of research about feedback in the Teaching Chinese as a Foreign Language (TCFL) context. Particularly, little is known about teachers' feedback practices and student views of teacher feedback. The present study was

ABSTRACT Much of teacher feedback research is conducted in the L1 and L2 contexts. There is a paucity of research about feedback in the Teaching Chinese as a Foreign Language (TCFL) context. Particularly, little is known about teachers' feedback practices and student views of teacher feedback. The present study was undertaken to fill the research gap by focusing on teachers'written feedback. Student data from surveying 38 students was interpreted with teacher data gained from interviewing three teachers. The findings indicate that teacher written feedback, which occurred in a multiple-draft writing cycle, generally accorded with recommended feedback principles. Students responded favorably to teacher written feedback. The results also reveal discrepancies between teachers' feedback practices and student perceptions of and preferences regarding teacher feedback. The results show that students wanted more written comments from teachers, though most teachers didn't prioritize written comments. Despite teachers' practices and their inclination toward offering coded indirect error correction, students in the study expressed their preferences for direct error correction. Most students are interested in receiving teacher feedback that addresses all aspects of writing rather than primarily focusing on language accuracy. The reasons that may account for the disjuncture are also discussed in the study. The study concludes that it is important for teachers to be aware of student attitudes and expectations regarding teacher feedback. Teachers should be flexible enough to provide individualized feedback. Pedagogical implications are included in the paper in the hope of shedding light on the development of effective and helpful teacher feedback.
ContributorsChen, Jinglin (Author) / Spring, Madeline (Thesis advisor) / Oh, Young (Committee member) / West, Stephen (Committee member) / Arizona State University (Publisher)
Created2012
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This case study explores similarities and differences between the instructors' beliefs about oral corrective feedback and their actual practices in a summer Chinese program. This kind of feedback is beneficial for beginning college-level learners of Chinese to improve their speaking accuracy. The researcher conducted face-to-face interviews with two teachers of

This case study explores similarities and differences between the instructors' beliefs about oral corrective feedback and their actual practices in a summer Chinese program. This kind of feedback is beneficial for beginning college-level learners of Chinese to improve their speaking accuracy. The researcher conducted face-to-face interviews with two teachers of Chinese, focusing on their beliefs about oral corrective feedback in their language classrooms. In addition, the researcher recorded teacher-student interactions through class observation in order to analyze the teachers' actual practices of oral corrective feedback. The main findings show that the teachers hold similar beliefs on oral corrective feedback and its beneficial role in helping improve learners speaking accuracy. The fact is that they frequently provide oral corrective feedback in classroom, mostly using recasts. Implications are discussed in view of the necessity of using explicit feedback and recasts appropriately. In addition, this study demonstrates the need for specific professional development and teacher training about how to provide efficient corrective feedback.
ContributorsDong, Zhixin (Author) / Spring, Madeline K. (Thesis advisor) / West, Stephen (Committee member) / Oh, Young (Committee member) / Arizona State University (Publisher)
Created2012
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This dissertation explores the representation of female imagery associated with the Yuan pleasure quarters by examining a reservoir of Yuan sanqu. Previous scholarship has studied this topic using either historical material or zaju drama texts but has more or less ignored the voluminous corpus of sanqu. Furthermore, scholarly inquiries of

This dissertation explores the representation of female imagery associated with the Yuan pleasure quarters by examining a reservoir of Yuan sanqu. Previous scholarship has studied this topic using either historical material or zaju drama texts but has more or less ignored the voluminous corpus of sanqu. Furthermore, scholarly inquiries of Yuan sanqu either have emphasized its development from the Song ci lyrical tradition or its colloquial features. In consequence, the complexity of sanqu as an independent literary genre has been neglected. Using the representation of female imagery of the pleasure quarters in Yuan sanqu as an entry point, on one hand, this dissertation examines the dynamics of this urban and textual space. On the other, it focuses on rarely-studied sanqu pieces and analyzes them in a new light. The pleasure quarters and the production of Yuan sanqu are closely related to each other. In particular, the pleasure quarters are both revealed through the creative process of sanqu and have established sanqu as a distinctive aesthetic experience. The first chapter will focus on women of the pleasure quarters from the perspective of their hierarchical distinctions in terms of beauty, performative nature, and desirability as companions. Chapter two discusses the representation of women of the pleasure quarters in Yuan sanqu. Distinctive from the exclusive focus on privileged outstanding courtesans in poetic and lyrical tradition, Yuan sanqu depicted women from different registers of pleasure quarters. Thus, the genre formulated a diverse picture of images, rhetoric, and modalities. Chapter three examines a major literary tradition mainly sustained by the Yuan sanqu tradition, which is the story of Shuang Jian and Su Xiaoqing. As one of the most important and widespread literary traditions at play during the Yuan, Yuan sanqu writers’ representation of this pleasure-quarters-based story manifests the fulness and diversity of Yuan sanqu as a distinctive literary genre. In the epilogue, I focus on a zaju script by Ma Zhiyuan and an anonymous song suite in relation to this story. By so doing, I intend to show how Yuan qu lyrics incorporated the poetic, lyrical, and dramatic traditions in a somewhat promiscuous way.

ContributorsChen, Tianjun (Author) / West, Stephen H (Thesis advisor) / Ling, Xiaoqiao (Thesis advisor) / Oh, Young (Committee member) / Brown, Claudia (Committee member) / Arizona State University (Publisher)
Created2021