CTCSOL cheat sheet

Pinyin initials: b p m f d t n l g k h j q x zh ch sh r z c s; finals: a o e i u ü ai ei ao ou an en ang eng ong ia ie iao iou ian in iang ing iong ua uo uai uei uan uen uang ueng üe üan ün; the apostrophe separates syllables before a o e (Xi'an vs xian).

Tone sandhi rules: 3rd+3rd → 2nd+3rd (nǐ hǎo → ní hǎo); 不 bù → bú before 4th tone; 一 yī → yì before 1st/2nd/3rd, yí before 4th; neutral tone after certain suffixes (子, 头) and reduplicated verbs.

Erhua: adding 儿 to a syllable changes the final (e.g., 玩 wán → 玩儿 wánr; 一点 yīdiǎn → 一点儿 yīdiǎnr); not all nouns can take erhua; it is characteristic of northern Mandarin.

Character structure: six traditional categories (liùshū) - pictograph (象形), indicative (指事), associative compound (会意), phono-semantic (形声), loan (假借), derivative (转注); over 80% of characters are phono-semantic, combining a semantic radical and a phonetic component.

Stroke order rules: top to bottom, left to right, horizontal before vertical (十), left-falling before right-falling (人), outer before inner (月), close the frame last (口), middle vertical before lateral strokes (小).

Word classes: nouns, verbs, adjectives, numerals, measure words, pronouns, adverbs, prepositions, conjunctions, particles, interjections, onomatopoeia. Chinese has no inflection; aspect is marked by particles 了 (perfective), 着 (progressive/continuous), 过 (experiential).

Measure words: 个 (general), 位 (polite for people), 只 (animals), 条 (long objects), 张 (flat objects), 本 (bound volumes), 辆 (vehicles), 件 (clothing/matters), 双 (pairs), 副 (sets).

Sentence types: topic-comment (topic + comment), 把 construction (disposal), 被 construction (passive), 是…的 cleft for emphasis, 比 comparison, 有/没有 possession and existence, serial verb sentences, pivotal sentences (兼语句).

Common learner errors: omission of measure words, misuse of 了 vs 过, confusion of 的/地/得 (attributive/adverbial/complement), word order of time and place (time before place before verb), overuse of 是 as copula.

Krashen's five hypotheses: acquisition-learning distinction, natural order, monitor, input (i+1), affective filter. Input must be comprehensible and slightly beyond current level; low anxiety and high motivation lower the affective filter.

Krashen's monitor hypothesis: conscious learning only edits output when the learner has time, focuses on form, and knows the rule; over-monitoring causes hesitation and under-monitoring causes errors.

Interlanguage (Selinker): learner's developing system between L1 and L2; errors are evidence of rule construction, not failure. Fossilization occurs when interlanguage features stabilize before native-like accuracy.

Contrastive analysis predicts difficulty from L1-L2 differences; error analysis classifies errors as interlingual (transfer) or intralingual (overgeneralization, simplification).

Input processing (VanPatten): learners process content words before function words and tend to rely on word order; instruction should push learners to notice grammatical forms in input.

Output hypothesis (Swain): producing language forces syntactic processing and noticing gaps; pushed output and negotiation of meaning promote accuracy.

Interaction hypothesis (Long): negotiation for meaning in interaction facilitates acquisition; tasks should require information exchange and clarification.

Affective variables: motivation (integrative vs instrumental), anxiety, self-confidence, and willingness to communicate predict persistence and oral performance.

Learning styles and strategies: visual/auditory/kinesthetic preferences; metacognitive, cognitive, social-affective strategies; strategy training raises autonomy.

Grammar-translation: focus on reading and writing, explicit rules, L1 use; weak for oral proficiency.

Direct method: target-language only, inductive grammar, concrete vocabulary through demonstration; no translation.

Audiolingual method: behaviorist, drill and repetition, contrastive analysis; pattern practice and substitution drills.

Communicative language teaching (CLT): language as communication, fluency and accuracy, authentic tasks, information gap, role play, pair and group work.

Task-based language teaching (TBLT): pre-task, task cycle, language focus; tasks have a real outcome and require meaning negotiation.

Content-based instruction and CLIL: teach subject content in Chinese; language and content objectives integrated.

Total Physical Response (TPR): comprehension through commands and physical action; lowers anxiety, suited to beginners and children.

Silent Way, Suggestopedia, Community Language Learning: humanistic approaches; teacher silence, relaxation, learner autonomy.

Eclectic approach: select methods according to learner age, level, goals, and context; no single method fits all.

Backward design: identify desired results, determine acceptable evidence, plan learning experiences and instruction; objectives drive assessment and activities.

SMART objectives: Specific, Measurable, Achievable, Relevant, Time-bound; write objectives as observable student behaviors (e.g., 'students can ask and answer about daily routines').

Lesson plan components: objectives, key points and difficulties, materials, procedures (lead-in, presentation, practice, production), timing, interaction patterns, assessment, homework, reflection.

PPP (Presentation-Practice-Production) suits grammar and vocabulary; ESA (Engage-Study-Activate) adds engagement; TBLT suits integrated skills.

Scaffolding: modeling, prompts, graphic organizers, sentence frames, gradual release of responsibility (I do, we do, you do).

Differentiation: tiered tasks, flexible grouping, varied input modes, extension and support activities for mixed-ability classes.

Assessment alignment: formative checks (exit tickets, thumbs up, mini-whiteboards) and summative tasks (quizzes, projects, performance tasks) must match objectives.

Pacing: allocate time for each stage, include transitions, plan for contingencies (extra activity for early finishers, backup for technology failure).

Classroom routines: establish clear rules, procedures, and signals at the start; consistency reduces disruption.

Grouping: whole class, pair, small group, individual; vary interaction to maximize student talking time (STT) and minimize teacher talking time (TTT).

Error correction: distinguish fluency vs accuracy activities; delayed correction during fluency, immediate correction during drills; use recasts, clarification requests, elicitation.

Assessment types: diagnostic, formative, summative, placement, achievement, proficiency; norm-referenced vs criterion-referenced.

Test qualities: validity (measures what it claims), reliability (consistency), practicality, washback (effect on teaching and learning).

HSK and other proficiency frameworks: HSK 1-6 (and HSK 7-9), CEFR A1-C2, ACTFL; align objectives and assessment to the target framework.

Rubrics: analytic vs holistic; criteria for fluency, accuracy, pronunciation, vocabulary, grammar, task completion; share rubrics with learners.

Feedback: specific, timely, actionable; use self-assessment and peer assessment; portfolios document growth over time.

Confucian values: ren (benevolence), li (ritual propriety), xiao (filial piety), harmony (he); influence on hierarchy, respect for elders, and group orientation.

Face (mianzi/lian): saving face, indirect communication, avoiding public criticism; feedback should be private and constructive.

Guanxi: relational networks and reciprocity; building trust before tasks; gift-giving etiquette (avoid clocks, umbrellas, sharp objects; even numbers except four).

Festivals: Spring Festival (reunion, red envelopes, dumplings), Lantern Festival (yuanxiao), Dragon Boat Festival (zongzi, dragon boats), Mid-Autumn Festival (mooncakes), Qingming (tomb sweeping).

Numbers: 8 auspicious (fa), 6 smooth, 9 long-lasting; 4 avoided (sounds like death); 7 can be neutral or inauspicious.

Dining etiquette: seating order (elder or host at the head), chopstick taboos (standing upright in rice, tapping bowl), toasting (ganbei), host pays.

Intercultural competence: cultural awareness, knowledge, attitudes (openness, curiosity), skills (interpreting, relating); avoid stereotyping and essentialism.

Pragmatics: indirect requests, refusals, compliments, apologies; high-context vs low-context communication (Hall); power distance (Hofstede).

Culture teaching: products, practices, perspectives (3P model); integrate culture into language lessons rather than as separate facts.

Professional ethics: respect for learners, fairness, confidentiality, non-discrimination, academic integrity, safeguarding.

Reflective practice: Gibbs reflective cycle (description, feelings, evaluation, analysis, conclusion, action plan); Schön's reflection-in-action and reflection-on-action.

Continuing professional development (CPD): workshops, peer observation, action research, mentoring, professional learning communities, reading journals.

Action research cycle: plan, act, observe, reflect; focus on a concrete classroom problem and iterate.

Teacher language awareness: knowledge of grammar, phonology, vocabulary, discourse; ability to explain and exemplify clearly.

Digital competence: use of LMS, interactive tools, corpora, and AI responsibly; protect learner data and avoid plagiarism.

Collaboration: team teaching, lesson study (research lesson, observation, debrief), sharing resources and assessment data.

Wellbeing and workload: set boundaries, manage time, seek support; burnout affects teaching quality and learner outcomes.