Table of Contents
- 分階多語成語典故知識庫教學設計 羅鳳珠、砂岡和子、姜柄圭、俞士汶、王雷、常寶寶
A Phase-based Design of Multilingual Idiom-allusion Knowledge Base for Teaching by Feng-Ju Lo, Kazuko Sunaok, Byeong-Kwu Kang, Shi-Wen Yu, Lei Wang, and Bao-Bao Chang
Idioms and allusions are unique in Chinese language for their vividness, conciseness and enlightening morals. Profound in meaning, elegant, and they thread through Chinese history culture and humanity development for thousands of years, which has exerted an influence throughout neighboring countries and serves as a precious legacy around the Asian character-based cultural circle. This paper aims to explore the methods of constructing a complete knowledge base for Chinese idioms and allusions on a phase and multilingual basis. Our goal is: 1. to understand the meaning and usage of the idiom with a full knowledge of the idiom obtained from the base; 2. to learn allusions related to a certain idiom on the basis of mapping the idiom and the allusions; 3. to help non-native Chinese learners with English, Korean and Japanese translations; 4. to further study Chinese history and culture with the source information of idioms and allusions; 5. to expand the scope to pedagogic methodology for literary classics reading and the study of history and culture by usage examples of idioms and allusions.
- 漢越成語對比分析及其教學建議 王季香、阮黃英
A Contrastive Analysis of Chinese and Vietnamese Idioms and Teaching Suggestions by Chi-Hsiang Wang, Hoang-Anh Nguyen
Some Vietnamese idioms are of Vietnamese origin, but some others came from Chinese. Those originated from Chinese might have changed in form and meaning because of requirements in social communication. Their forms, vivid images, and range of meanings reflect the diverse cultures. Due to the structural differences in the two languages, their forms of idioms may vary. For example, Chinese idioms have been called ”the living fossil” for their profound historical and cultural implications and the unique, fixed forms of phrases. At present, there are certain contrastive studies in the idioms between Vietnamese and Chinese in the academic circles, such as semantic, structural, and culture contrasts. However, our study takes a further aim at exploring how to interpret and apply those findings to Chinese pedagogy. Idiom teaching can stimulate students’ enthusiasm in understanding history and improve their reading/writing abilities. On the other hand, influenced by their own cultural backgrounds, foreign learners are more likely to make errors while learning idioms. Based on the perspective of contrastive analysis, we collected and analyzed those errors frequently made by students. We thereby propose suggestions on the teaching materials editing and pedagogical application.
- 中國大陸對外漢語寫作教學研究的回顧與展望 郭利霞
Composition in Teaching Chinese as a Second Language on Mainland China: A Review and Future Prospects by Li-Xia Guo
Writing Test has been a part of HSK at Elementary and Intermediate Levels since 2007. As a result, teaching and studying of TCASL (Teaching Chinese as a Second Language) writing appeared more and more important. TCASL studies have been focusing on problems corelated with writing in the recent years. This paper reviews the TCASL writing teaching and study in following aspects: textbook compiling, current studies and studies in pedagogics. More researches are needed to address these questions.
- 漢日漢字的關聯性與日本學習者的漢語詞彙再認 滕小春
The Association between Characters in the Chinese and Japanese Languages, and Japanese Learners’ Acquisition of Chinese Words by Xiao-Chun Teng
Is it easy to learn a second language which is similar to one’s native language? The controversy surrounding this theme is probably attributable to the specific similarities and differences embodied in the languages. It is probable that the effects depend on which parts of the languages are being discussed. In any case, it is necessary to do an empirical investigation on learners’ attitudes regarding similarities between a foreign language and their own. The similarity between Chinese and Japanese is mainly embodied in the fact that both languages use logographic characters. Although Chinese characters are not completely the same as those in Japanese, the cognitive associations are often close. This study investigated if these associations help Japanese learners (college freshmen in this study) recognize Chinese vocabulary. Through two surveys, this study empirically found that associations between characters in the two languages positively affect the learners in recognizing as well as understanding vocabulary. The study also analyzed cognitive reasons why Japanese learners cannot recognize some Chinese words.
- The Efficacy of Teacher Development in a STARTALK Residential Program by Miao-Fen Tseng
This paper investigates the efficacy of teacher development through a teacher residential program funded by the US federal STARTALK grant since 2008. It documents the professional development of fifteen Chinese language teachers in a three-week intensive training program. The program integrates a balance of theories and practice into the curriculum through a well-structured and supervised practicum. Upon the completion of the three- or five-credit graduate course, teachers are able to keep abreast of new developments in second language acquisition theories and practice in general, particularly in Chinese language acquisition and pedagogy. Through the program practicum, they also create standards-based curricula and materials, deliver effective instruction, and implement authentic performance-based assessment and instructional technology in a learner-centered, highly communicative and interactive environment. The program features both face-to-face instruction and online training. A variety of assessments are employed to keep track of the achievements of curricular and instructional goals and the participants’ progress toward newly gained knowledge and skills. The data collected from the pre-program and post-program self-assessment checklists reveal that participants showed noticeable progress in required skills and knowledge needed for professional enhancement. The study concludes that by the end of the program, the teacher participants had experienced significant conceptual and behavioral change through teaching Chinese as a foreign language.