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
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
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
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
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.