Table of Contents
- 以提升跨文化溝通能力為目標之寓言學習模式探究 朱我芯
A Study of Teaching Allegory to Enhance Cross-Cultural Communication Competence by Wo-Hsin Chu
Classical Chinese allegories strongly reflect the essential characteristics of Chinese culture; consequently, this study built a Chinese allegory learning module for the purpose of enhancing CSL/CFL students’ cross-cultural communication (CCC) competence. This study utilized the theoretical analysis method as a foundation from which to infer and analyze the various elements of CCC competence and the principles of teaching allegories. As well, the Delphi technique research method was utilized in collecting and analyzing the viewpoints of language teaching experts and language learners, subsequently developing this learning module’s three constructs. With regards to these three constituents, which are allegory selection, classroom activities and assignments, this study employed a cognitive procedure of sequencing Perception, Experience and Synthesis, blended with essential elements of CCC competence, in developing all components for the three constructs. For allegory selection, works which exemplified the ideology of Chinese thought, contained classical idioms were the preferred material. As pertaining to classroom activities, in addition to utilizing visual imagery to understand the stories, students were led to uncover and apply the implicit meanings and contrast their native culture with that of Chinese people. Assignments included in-character storytelling recordings, simulations of daily-life applications of the implied meanings and idioms. This learning module was evaluated empirically through actual teaching of students of varying nationalities from the Department of Chinese Language and Culture Program for International Students at National Taiwan Normal University; when analyzed for efficacy, attained target CCC competency, clearly demonstrating this learning module as quite conducive to enhancing CSL/CFL students’ CCC competence.
- 任務條件和寫作形式對漢語二語寫作質量和數量的影響 袁芳遠
Impacts of Task Conditions and Writing Modes on L2 Chinese Writing by Fang-Yuan Yuan
By following the theoretical framework of human’s limited processing capacity, this study examines how task conditions and writing modes influence the output of Chinese learners as a second language (L2) in the areas of fluency, complexity and accuracy. The participants were forty-two L2 Chinese learners at a North American university who were divided into three groups: control group, outline group, and sentence pattern group. The participants completed two writing tasks: narration and argumentation under one of the three task conditions. The output of the performance was measured in seven constructs in the areas of fluency, accuracy and complexity. The statistical results reveal that the outline group performed better in fluency while the sentence pattern group achieved higher scores in complexity. The participants wrote more accurately in the narrative writing but less sophisticatedly than in the argumentation writing. The results are discussed against previous studies using the information processing theory.
- 語言教師在課堂活動中對語法及語用的處理：口語課課堂觀察研究 李兆麟
Language Teachers’ Treatments of Grammar and Pragmatics in Classroom Activities: An Observational Study of CSL Speaking Classes by Siu-Lun Lee
In the language teaching field, there is a common belief that the purpose of language teaching and learning is not only acquiring linguistic knowledge. Teachers and learners are aiming at the ability to use the target language to communicate and express in real life environment (Li & Zhang 2010). Language teachers are looking for methods to achieve the concept of ”learning while using” and ”experience learning” (Zhao 2008). This paper uses Cantonese as a second language as a case study to discuss the relationship between grammatical correctness and pragmatic appropriateness. This paper also discusses how teachers’ beliefs affect their classroom teaching activities. The author acts as a silent observer in Cantonese classrooms in Hong Kong to observe classroom activities after observing the classroom activities, interviews are held to triangulate the result. This paper uses the classroom observation data to discuss the important links between syntactic rules and pragmatic language use.
- Topic Prominence and Its Pedagogical Implications by Chao Li
This paper shows that although some Chinese constructions may look disparate from each other at first glance, they are actually united by the fact that Chinese is a topic-prominent language. It argues that the fact that Chinese is a topic-prominent language and English is not is an important factor that contributes to the contrast in grammaticality between the Chinese constructions and their English counterparts. The importance of topic prominence in Chinese has at least three pedagogical implications. That is, in the teaching and learning of Chinese, it is important (i) to explain to students the topic-comment structure at the earliest appropriate point, (ii) to mention and systematically discuss the notions of ”topic,” ”topic-comment,” and ”topic prominence” in the textbook, and (iii) to take into consideration the topic-prominent features when assessing students’ proficiency in Chinese.
- Teaching Mandarin Prosody: A Somatically-Enhanced Approach for Second Language Learners by Felicia Zhang
This paper reports on an empirical study on the use of active learning techniques, the learning of Mandarin Chinese in a regional university in Australia. The active learning techniques are techniques derived from an active language learning approach known as the ‘Somatically-enhanced Approach’ to language learning. These included humming, clapping to rhythms of the language, using movement and gestures to enhance the perception of rhythmic patterns in a language. This empirical study was evaluated using a mixture of quantitative and qualitative approaches. Results showed that through acoustic analysis, students’ developed a wider voice range when speaking Mandarin than when they speak English. With a wider voice range, students taught using this approach were perceived to have better pronunciation after 30 hours of instruction by nine native speakers of Mandarin judges. Furthermore, interview data from these students suggest that active learning techniques used in this approach enabled them to develop better memory strategies for learning as well.