Table of Contents
- 華語語言文化認知教學：結合概念結構進行租房活動練習 曾金金
Language, Culture, and Cognitive Approach to TCSL: Introducing Conceptual Structure of Renting a Place to Pre-Task Activities by Chin-Chin Tseng
In this paper, the framework of mental structure (Jackendoff 2007) is used for facilitating second language listening and speaking training. With three modes of communication, learners can work on activities which suit their needs and their language proficiency level. Combined with visual stimulus, audio sound play and meaningful learning materials which are organized into a mental conceptual structure. The analysis of the conceptual structure bringing language and culture information to the learners in a full picture. Learners can understand the renting event, containing what information structures, and what sentence patterns and vocabulary are required when expressing a certain concept. The overall design not only concern the listening and speaking activities, but also the information processing (both comprehension and expression) to second language learning.Conceptual structure can help second language learners gain meaningful units of information to store in their short-term memory. After reinforcement and repetition, information can be encoded in long-term memory. Second language speaking ability is related to motor memory, to be able to speak fluently, learners requires a great amount of meaningful practices. Practicing the same sentence pattern in different contexts and employing the memory method for music recital, one can memorize dialogues in a similar way.
- 商務華語教材詞彙研析：師培需求暨觀點研究 陳麗宇、李欣欣
Lexical Analysis of Business Chinese Teaching Material: A Study in Teacher Trainees’ Needs and Perceptions by Li-Yu Chen and Cindy Hsin-Hsin Lee
This study takes the viewpoints and needs of the students in a teacher training course to examine the business vocabulary in business Chinese teaching materials. It analyzes the characteristics of the lexicon of some current business Chinese textbooks. The samples were the intermediate-level business Chinese textbooks published in Mainland China, Taiwan, and Hong Kong in the past ten years. We discuss the contents and difficulty level of the vocabulary used in the so-called intermediate business Chinese courses. The vocabulary analysis takes the view of the students in a teacher-training course and compares it with the views expressed by business college students. These views are then compared with the vocabulary list of frequently-used vocabulary of the Business Chinese Test used in Mainland China. The research results facilitate our understanding of the teacher trainees’ comprehension of business vocabulary and allow us to analyze in depth the specific weight of difficulty words and the distribution of specialty fields as contained in the current business Chinese textbooks. At the same time, this paper discusses the resources needed to educate business Chinese teacher trainees. Finally, this study raises some proposals for business Chinese teacher training and directions of business Chinese instruction. As the perception of some difficult vocabulary was due to the word-usage differences between the two sides of the Strait, this paper also provides a list of variant specialty words used in Mainland China and Taiwan as a reference for future textbook compilers.
- 對外漢語語法教材例句存在的問題及其對策 楊德峰
Problems of Examples in Textbooks for Teaching Chinese as a Second Language and Countermeasures to Solve Them by De-Feng Yang
This paper analyzes the examples in the twenty grammar textbooks that have been published since the 1980s. Many problems in the examples are listed here. They include lack of context, deviation from language standards, ungrammatical, outdated contents, void of the learner’s daily life, words too hard, and other difficulties. This paper gives some countermeasures to solve the problems.
- 表加強否定語氣副詞「並」、「又」的語篇銜接功能 靳瑋
A Study on the Textual Cohesive Functions of Bing and You under the Context of Emphasizing the Negative Meaning by Wei Chin
This paper first uses the Rhetorical Structure Theory (RST) to study the negative sentences with you or bing which are taken from the Sinica Corpus. Bing type of negative sentences usually occurs in the rhetorical structure of transition, which brings out forwarded information of much value. You type of negative sentences usually occurs in the rhetorical structure of background, which brings out background information of less value. Next, an analysis of reason level in negative sentences with you and bing from the perspective of Idealized Cognitive Model (ICM) shows that bing takes low reason level and carries new information while you takes high reason level and carries given information.
- 法語編寫的華語教材在地化：以法語區中學生初級華語時貌教學為例 黃世宜
Localization of Chinese Textbooks in French: Teaching Aspect Markers to French-Speaking Secondary-School Students as an Example by Terrier Shih-Yi Huang
In some areas of Europe, such as French-speaking parts of Switzerland, Chinese language programs are not yet fully established in secondary schools because of competitive disadvantages against European language instructions. To investigate the background of the situation, this paper focuses on the teaching of elementary Chinese aspect markers ‘le’, ‘guò’, and ‘zhe’ for French speakers by a comparative analysis of Chinese teaching materials in French, local European language teaching policy in Switzerland, and European language materials in general. Advantages of European language instructions include: (1) Grammatical terms are mostly regular and formulaic. (2) Conjugation of verbal forms is the guiding principle of instructional design. Thus, it is recommended that local Chinese teachers for multiple European language speakers establish a stable and consistent teaching grammar system in favor of localization of Chinese teaching materials and instructional methods.
- 現代漢語「雖然」與「儘管」的語用差異 黃苕冠
The Pragmatic Difference between “Suiran” and “Jinguan” in Modern Mandarin Chinese by Tiao-Guan Huang
This paper follows Chao’s (1999) semantic analysis of old, 老 lăo, 舊jiù and employs a cognitive approach to broaden the prior analysis and be even more precise by considering the context of the English usage of old. It further highlights the notion of subjectification in the analysis of old, good old, 老 lăo②, and 舊jiù③ to see the ”good”ness in the domain of TIME and SPACE. Authentic data were drawn from the corpus data of MICASE (Michigan Corpus of Academic Spoken English), and VDN Data (聯合知識庫) to provide a coherent contrastive cognitive analysis. Moreover, translated correspondents of old, 老 lăo, 舊jiù in three popular language textbooks were also used in the pedagogical evaluation. Preliminary findings suggest that there is a lack of equivalence in the English-Chinese translated correspondents in the language textbooks, which provides a scaffolding understanding process toward old, 老 lăo, 舊jiù, and further sheds light on better implementation of pedagogical sequences.
- Revisiting old老舊: A Cognitive Analysis and its Pedagogical Implementation by Enya Jin-Huei Dai
Both ”suiran” and ”jinguan” are commonly considered synonymous functions words in modem Mandarin Chinese. The researcher of this pragmatics study argues that ”suiran” and ”jinguan” are slightly different from each other as a result of grammaticalization. The subordinate clause beginning with ”suiran” or ”jinguan” expresses background information, while the main clause expresses the fact or conclusion the language user intends to assert. When the speaker or writer takes a presumption of the background information in mind and the presumption is contrary to the proposition of the main clause, ”suiran” is used to set the presumption as background information and express the contrast between the presumption and conclusion by inference. If the speaker or writer considers an objective fact as a condition and important background information of an assertion, he/she uses ”jinguan” to indicate that fact.