目錄
Table of Contents
- 網路科技與參與學習：三種網路工具在中文教學中的作用 靳洪剛、路聖潔
Participatory Learning and Internet Technology: The Use of Three Web Tools in TCFL by Hong-Gang Jin and Sheng-Jie Lu
- 摘要
本文旨在調查研究參與性網路科技在語言教學及中文教學中的作用。本文選擇了三種常用的網路工具進行比較、分析，以便瞭解各種網路工具在中文教學中所提供的參與度、互動性及其目標語使用機會。這三種網路工具分別為：（1）討論板；（2）博客；（3）Skype。21名在美國學習中文的大學生參與了本項調查。本項調查的結果對電腦網路輔助教學及中文教學領域有如下幾個方面的貢獻：（1）本項研究進一步證實參與性網路工具可以促進學習者積極參與各種互動學習；（2）本項調查還證實，如果教學設計合理，由參與性網路工具引起的參與學習可以提高學習者接觸、使用目標語的機會；（3）本項研究提出7評估網路工具的參與度及互動性的六項標準；（4）與此同時，本調查還建立了一套測量網路工具參與度及互動性的衡量系統。
This study explores Chinese language learning and instruction in a technology-rich, collaborative and participatory learning environment. Specifically, we compared and analyzed three types of participatory web tools for learning Chinese as a foreign language (CFL) in order to understand each tool’s participatory functions, interactive features and impact on target language use. The study involved 21 U.S. undergraduate students who are learners of CFL. The three participatory web tools studied were discussion boards, blogs, and Skype.This study contributes to the field of technology-assisted language education and to the teaching CFL in four ways: (1) by providing evidence that the use of participatory web tools promotes participatory learning and authentic interaction; (2) by showing that if the pedagogical design is sound and the use of technology is appropriate, participatory learning that has been facilitated by participatory web tools increases learners’ target language use; (3) by developing six standards for evaluating the degree of participation and interaction induced by different web tools; and (4) by establishing a system to measure the degree of participation and interactivity induced by web tools used in second language instruction.
- 從「依」、「據」與「依據」談華語近義詞教學 吳佩晏、鄭縈
Near Synonyms in Teaching Chinese as Second Language: A Case study to “yī”, “jù”, and “yījù” by Pei-Yen Wu and Ying Cheng
- 摘要
In this paper we investigate the distributional differences in semantic and syntactic patterns of Chinese near-synonyms ”依(yī)”, ”據(jù)”, and ”依據(yījù)” based on the data from ”Academia Sinica Balanced Corpus of Modern Mandarin Chinese” ( Sinica Corpus ) and the sense distinction of Chinese WordNet. It has been observed that ”依(yī)”, ”據(jù)”, and ”依據(yījù)” are near-synonyms , but they have different syntactic distributions or collocations. Our analysis provides frequency-based teaching ordering, from high frequency (依) to low frequency (依據), from high sense frequency to low sense frequency, which will help Chinese second language learners to distinguish these three near-synonyms with efficiency
- 漢語語序的語法意義在對外漢語語法教學中的實際應用 何寶璋
The Application of Positional Meaning in Chinese Syntax to Pedagogical Grammar of Teaching Chinese as a Second Language by Bao-Zhang He
- 摘要
語言學的研究成果可以服務於實際的對外漢語教學，使教學更加事半功倍，有的放矢。然而，二者往往相互脫節，使語言學研究成果被束之高閣，而對外漢語教學並沒有真正受益。本文通過實例介紹如何將「漢語語序的語法意義」這一現代漢語的規律運用到實際對外漢語教學中來。意在縮短漢語語言學研究和對外漢語教學之間的距離，使對外漢語教學受益於漢語語言學本體研究，使從事對外漢語教學的年輕教師和在校的對外漢語教學專業的同學們受益。
Teaching Chinese as a second/foreign language can benefit greatly from research results of Chinese linguistics, to make the teaching more efficiently and purposefully. However, there are gaps between the two. Consequently, the results of linguistic research are left untouched and from which the teaching Chinese as a foreign language is not gaining anything. This short paper is to demonstrate, by using example of positional meaning in Chinese syntax, how research results of Chinese linguistics can be applied to the teaching Chinese as a foreign language so as to shorten the distance between the two fields, to let the teaching Chinese as a second language benefit from linguistic research, and to help both the young teachers who are teaching foreigners learning Chinese and those who are in school readying themselves to get into the field.
- 走入主流：美國大學先修（AP）中文考試2007－2010結果分析 陳雅芬
Going Mainstream: An Analysis of 2007-2010 AP Chinese Exam Results by Yea-Fen
- 摘要
隨著中國經濟、政治、軍事勢力的崛起，全球掀起了一股中文熱。在此潮流下，美國大學理事會設置大學先修（AP）中文課程、考試更帶動了高中生學習中文的熱潮，也同時提升了中文在美國主流社會的重要性。自2006年秋季AP課程開始設置、2007年春季年第一次AP考試至今已五年，有關AP中文課程、考試及其影響力的討論仍在持續中。本文將從大學理事會公布的考生人數、考生成分、考試成績來分析四年來AP中文考試的結果，此結果也將與AP考試其他AP外語考試（法文、德文、意大利文、日文、西班牙文）、尤其是與AP中文同時設立的AP日文及與中文同樣有眾多傳承語學習者的西班牙文做比較。最後筆者也探討AP中文考試對美國中文教育正面及反面的影響。
As China has gained prominence in the global arena as an economic, political, and military power, the study of Chinese has become increasingly popular. In response, the College Board of the United States launched the Advanced Placement (AP) Chinese Language and Culture Course and Exam, further driving high school students’ interest in learning Chinese and raising the status of Chinese in mainstream American society. It has been more than four years since the implementation of the first AP Chinese courses in fall 2006 and the AP Chinese Exam in spring 2007, but discussion about the AP Chinese Language and Culture Course and Exam and its influence is still taking place. This paper will analyze data released by the College Board regarding the number, demographics, and scores of the AP Chinese examinees over the last four years, and compare the results from the AP Chinese Exam and AP exams in other world languages (French, German, Italian, Japanese and Spanish) , focusing in particular on the AP Japanese Exam and AP Spanish Exam. Finally the author will explore the positive and negative impacts the AP Chinese Exam has had on Chinese language education in the United States.