{"id":468,"date":"2016-12-25T11:29:59","date_gmt":"2016-12-25T03:29:59","guid":{"rendered":"http:\/\/www.atcsl.org\/blog\/?p=468"},"modified":"2018-05-25T11:37:58","modified_gmt":"2018-05-25T03:37:58","slug":"%e3%80%8a%e8%87%ba%e7%81%a3%e8%8f%af%e8%aa%9e%e6%95%99%e5%ad%b8%e7%a0%94%e7%a9%b6%e3%80%8b%e7%b8%bd%e7%ac%ac%e5%8d%81%e4%b8%89%e6%9c%9f%ef%bc%882016-12%ef%bc%89","status":"publish","type":"post","link":"http:\/\/www.atcsl.org\/blog\/%e3%80%8a%e8%87%ba%e7%81%a3%e8%8f%af%e8%aa%9e%e6%95%99%e5%ad%b8%e7%a0%94%e7%a9%b6%e3%80%8b%e7%b8%bd%e7%ac%ac%e5%8d%81%e4%b8%89%e6%9c%9f%ef%bc%882016-12%ef%bc%89\/","title":{"rendered":"\u300a\u81fa\u7063\u83ef\u8a9e\u6559\u5b78\u7814\u7a76\u300b\u7e3d\u7b2c\u5341\u4e09\u671f\uff082016.12\uff09"},"content":{"rendered":"<h5 style=\"text-align: center;\"><strong>\u76ee\u9304<\/strong><\/h5>\n<h5 style=\"text-align: center;\"><strong>Table of Contents<\/strong><\/h5>\n<ol>\n<li>\u4e8c\u8a9e\u5b78\u7fd2\u8005\u8207\u6bcd\u8a9e\u8005\u7a7f\u6234\u985e\u52d5\u8a5e\u7684\u5fc3\u7406\u8a5e\u5f59\u7db2\u7d61\u4e4b\u7d44\u7e54\u7814\u7a76\u00a0\u00a0\u9322\u65ed\u83c1<br \/>\nA comparison study on the mental lexicon of native Chinese speakers and English learners of Chinese by\u00a0Xujing Qian<\/li>\n<\/ol>\n<ul>\n<li>\u6458\u8981<br \/>\n\u4eba\u8166\u4e2d\u7684\u8a5e\u8a9e\u662f\u4e00\u500b\u6709\u7d44\u7e54\u7684\u7cfb\u7d71\uff0c\u9019\u500b\u7cfb\u7d71\u4e00\u822c\u88ab\u7a31\u70ba\u5fc3\u7406\u8a5e\u5f59\u3002\u7531\u4e00\u500b\u8a5e\u806f\u60f3\u5230\u53e6\u4e00\u500b\u8a5e\uff0c\u53cd\u6620\u4e86\u5fc3\u7406\u8a5e\u5f59\u4e2d\u8a5e\u8a9e\u4e4b\u9593\u7684\u806f\u7e6b\u3002\u806f\u60f3\u5be6\u9a57\u662f\u4e00\u500b\u7814\u7a76\u4eba\u8166\u4e2d\u5fc3\u7406\u8a5e\u5f59\u7684\u7d44\u7e54\u65b9\u5f0f\u7684\u5e38\u7528\u65b9\u6cd5\u3002\u672c\u6587\u4ee5\u8a5e\u8a9e\u806f\u60f3\u7684\u65b9\u6cd5\uff0c\u8003\u5bdf\u6bcd\u8a9e\u70ba\u82f1\u8a9e\u7684\u6f22\u8a9e\u521d\u7d1a\u3001\u4e2d\u7d1a\u3001\u9ad8\u7d1a\u4e8c\u8a9e\u5b78\u7fd2\u8005\u5fc3\u7406\u8a5e\u5f59\u4e2d\u300c\u7a7f\u3001\u6234\u3001\u812b\u3001\u62ab\u300d\u9019\u56db\u500b\u52d5\u8a5e\u7684\u7d44\u7e54\u65b9\u5f0f\u8207\u6f22\u8a9e\u6bcd\u8a9e\u8005\u7684\u7570\u540c\u3002\u901a\u904e\u5206\u6790\u806f\u60f3\u8a5e\u548c\u523a\u6fc0\u8a5e\u4e4b\u9593\u7684\u5404\u7a2e\u95dc\u4fc2\uff0c\u672c\u7814\u7a76\u767c\u73fe\uff0c\u4e8c\u8a9e\u5b78\u7fd2\u8005\u5fc3\u7406\u8a5e\u5f59\u4e2d\u7684\u8a5e\u8a9e\u7db2\u7d61\u6bd4\u6bcd\u8a9e\u8005\u7684\u7a00\u758f\uff0c\u8868\u73fe\u51fa\u4ed6\u5011\u8a5e\u8a9e\u7db2\u7d61\u4e2d\u7684\u8a5e\u8a9e\u6bd4\u6f22\u8a9e\u6bcd\u8a9e\u8005\u5c11\uff0c\u8a5e\u8207\u8a5e\u4e4b\u9593\u7684\u806f\u7e6b\u4e0d\u5982\u6f22\u8a9e\u6bcd\u8a9e\u8005\u7684\u7dca\u5bc6\u3002\u4e8c\u8a9e\u5b78\u7fd2\u8005\u5fc3\u7406\u8a5e\u5f59\u4e2d\u7a7f\u6234\u985e\u56db\u500b\u52d5\u8a5e\u4e4b\u9593\u5c1a\u672a\u5efa\u7acb\u4efb\u4f55\u8a9e\u7fa9\u65b9\u9762\u7684\u806f\u7e6b\uff0c\u9019\u4e9b\u52d5\u8a5e\u7684\u7d44\u5408\u806f\u7e6b\u7684\u5f37\u5ea6\u4e5f\u6bd4\u6bcd\u8a9e\u8005\u5f31\u3002\u6b64\u5916\uff0c\u4e8c\u8a9e\u5b78\u7fd2\u8005\u5fc3\u7406\u8a5e\u5f59\u4e2d\u7684\u975e\u8a9e\u7fa9\u806f\u7e6b\u6bd4\u6bcd\u8a9e\u8005\u591a\u3002\u4e8c\u8a9e\u5b78\u7fd2\u8005\u5fc3\u7406\u8a5e\u5f59\u4e2d\u610f\u7fa9\u7121\u95dc\u7684\u540c\u97f3\u8a5e\u4ee5\u53ca\u8072\u7b26\u76f8\u8fd1\u7684\u8a5e\u806f\u7e6b\u5728\u4e00\u8d77\u4e0d\u5229\u65bc\u4ed6\u5011\u5c0d\u9019\u4e9b\u8a5e\u7684\u8b58\u5225\u548c\u63d0\u53d6\u3002\u5f9e\u8a5e\u7fa9\u65b9\u9762\u4f86\u8aaa\uff0c\u4e8c\u8a9e\u8005\u7684\u5fc3\u7406\u8a5e\u5f59\u4e2d\u53ea\u6d89\u53ca\u9019\u56db\u500b\u52d5\u8a5e\u300c\u7a7f\u812b\u8863\u7269\u300d\u9019\u4e00\u6700\u57fa\u672c\u7684\u7fa9\u9805\uff0c\u800c\u6f22\u8a9e\u6bcd\u8a9e\u8005\u5fc3\u7406\u8a5e\u5f59\u5305\u62ec\u9019\u5e7e\u500b\u52d5\u8a5e\u7684\u591a\u500b\u7fa9\u9805\u3002\u6839\u64da\u4e0a\u8ff0\u7814\u7a76\u7d50\u679c\uff0c\u672c\u6587\u5f9e\u6559\u5b78\u5167\u5bb9\u548c\u6559\u5b78\u9806\u5e8f\u5169\u65b9\u9762\u5c0d\u7a7f\u6234\u985e\u52d5\u8a5e\u7684\u6559\u5b78\u63d0\u51fa\u4e86\u5177\u9ad4\u7684\u5efa\u8b70\u3002<\/li>\n<\/ul>\n<p>The lexicon in human&#8217;s mind is an organized system which is called Mental Lexicon. Word association which reflects the relations of words is a common research method to study the organization of Mental Lexicon. Based on word association, we compare the organization of four action verbs related to Wearing in the Mental Lexicon between elementary to higher-level English speaking learners of Chinese and native Chinese. The four verbs were chuan (to wear clothes), dai (to wear glasses, hat, gloves, caps, etc.), tuo (to take off clothes, shoes, gloves, etc.) and pi (to drape over). Analyzing the relations between the response and the stimulus, we found that the word net connections of the learners were much sparse than those of the natives. The number of words in the net of learners was less than that of natives while their non-semantic relations were more than those of the natives. Concerning the meanings of the four verbs, the Mental Lexicon of learners only indicates the meaning of \uff02put on\/take off clothes\uff02, while the Mental Lexicon of natives Chinese shows several senses of these verbs. Suggestions of teaching contents and teaching sequences of these four verbs are proposed in this writing.<\/p>\n<ol start=\"2\">\n<li>\u6587\u985e\u6559\u5b78\u6cd5\u5728\u4e2d\u6587\u4e8c\u8a9e\u5be6\u7528\u6587\u6559\u5b78\u7684\u904b\u7528\u00a0\u00a0\u90b1\u4f73\u742a<br \/>\nApplication of genre pedagogy in Chinese second language teaching and learning of practical writing by\u00a0Cha Kie Hiew<\/li>\n<\/ol>\n<ul>\n<li>\u6458\u8981<br \/>\n\u5728\u5e38\u7528\u6587\u985e\u7684\u6559\u5b78\u4e2d\uff0c\u4e8c\u8a9e\u5b78\u751f\u9700\u8981\u5b78\u7fd2\u5982\u4f55\u7406\u89e3\u4e26\u56de\u61c9\u5404\u7a2e\u6e9d\u901a\u7ba1\u9053\u7684\u4fe1\u606f\uff0c\u4ee5\u6eff\u8db3\u751f\u6d3b\u4e2d\u7684\u793e\u4ea4\u9700\u6c42\uff0c\u9054\u5230\u8a9e\u8a00\u7684\u6e9d\u901a\u76ee\u6a19\u3002\u5be6\u7528\u6587\u662f\u4e00\u7a2e\u5e38\u7528\u7684\u4ea4\u63db\u4fe1\u606f\u6587\u985e\uff0c\u56e0\u6b64\u662f\u4e8c\u8a9e\u6559\u5b78\u7684\u91cd\u8981\u6587\u985e\u3002\u4e8c\u8a9e\u5b78\u7fd2\u8005\u9664\u4e86\u638c\u63e1\u6587\u985e\u7d50\u69cb\u7684\u6982\u5ff5\uff0c\u66f4\u9700\u8981\u5c0d\u65bc\u4e0d\u540c\u60c5\u5883\u4e0b\u9069\u7528\u7684\u5167\u5bb9\u53ca\u8a9e\u8a00\u5f62\u5f0f\u6709\u6240\u4e86\u89e3\uff0c\u4ee5\u4fbf\u6e96\u78ba\u3001\u6070\u7576\u5730\u6e9d\u901a\u6216\u5206\u4eab\u4fe1\u606f\uff0c\u800c\u9019\u4e9b\u5b78\u7fd2\u9700\u6c42\u8207\u4ea4\u969b\u76ee\u7684\u53ca\u8a9e\u5883\u7b49\u56e0\u7d20\u662f\u606f\u606f\u76f8\u95dc\u7684\u3002\u56e0\u6b64\u672c\u6587\u5f9e\u7cfb\u7d71\u529f\u80fd\u8a9e\u8a00\u5b78\uff08Halliday 1994\uff09\u7684\u89d2\u5ea6\u5206\u679020 \u4f4d\u4e2d\u6587\u7b2c\u4e8c\u8a9e\u8a00\u5b78\u7fd2\u8005\u6240\u5beb\u7684\u5efa\u8b70\u66f8\uff0c\u767c\u73fe\u5176\u4e2d\u8868\u73fe\u8f03\u5f31\u7684\u90e8\u5206\u5305\u62ec\u6587\u6b65\u3001\u8a9e\u65e8\u3001\u8a9e\u5f0f\u3001\u8a5e\u5f59\u3001\u60c5\u614b\u3001\u9023\u63a5\u3001\u6307\u7a31\u7b49\u7b49\u3002\u6b64\u5916\u4e5f\u9032\u4e00\u6b65\u901a\u904e\u300c\u95b1\u8b80\u4fc3\u9032\u5beb\u4f5c\u300d\uff08Reading to Learn, Learning to Write\uff09\u6587\u985e\u6559\u5b78\u6cd5\u9032\u884c\u6559\u5b78\u8a2d\u8a08\uff0c\u4ee5\u91dd\u5c0d\u4e2d\u6587\u4e8c\u8a9e\u7684\u5be6\u7528\u6587\u5beb\u4f5c\u5f31\u9805\uff0c\u63d0\u51fa\u5177\u9ad4\u7684\u5efa\u8b70\u8207\u6539\u5584\u65b9\u6cd5\u3002\u300c\u95b1\u8b80\u4fc3\u9032\u5beb\u4f5c\u300d\u6559\u5b78\u6cd5\u7d50\u5408\u7cfb\u7d71\u529f\u80fd\u8a9e\u8a00\u5b78\u8207\u652f\u67b6\u6559\u5b78\u7684\u6982\u5ff5\uff0c\u5f62\u6210\u5f9e\u95b1\u8b80\u5230\u5beb\u4f5c\u7684\u5b8c\u6574\u6559\u5b78\u8a2d\u8a08\u3002\u4e00\u65b9\u9762\uff0c\u7cfb\u7d71\u529f\u80fd\u8a9e\u8a00\u5b78\u63d0\u4f9b\u4e86\u95dc\u65bc\u8a9e\u8a00\u3001\u6587\u985e\u3001\u8a9e\u5883\u7684\u7cfb\u7d71\u6027\u77e5\u8b58\uff0c\u6709\u52a9\u65bc\u5b78\u7fd2\u8005\u638c\u63e1\u4e0d\u540c\u6587\u985e\u7684\u7d50\u69cb\u8207\u8a9e\u8a00\u7279\u9ede\u4e26\u61c9\u7528\u65bc\u5beb\u4f5c\uff1b\u53e6\u4e00\u65b9\u9762\uff0c\u6b64\u6559\u5b78\u6cd5\u5728\u8fd1\u5e74\u4f86\u7d93\u904e\u4e0d\u65b7\u7684\u5be6\u8e10\u8207\u5b8c\u5584\uff0c\u5df2\u8b49\u5be6\u80fd\u6709\u6548\u5730\u63d0\u5347\u5b78\u751f\u7684\u8a9e\u6587\u80fd\u529b\u3002\u76f8\u8f03\u65bc\u4e00\u822c\u5e38\u898b\u5f9e\u5167\u5bb9\u3001\u7d50\u69cb\u3001\u8a9e\u8a00\u7b49\u5c64\u9762\u7684\u5beb\u4f5c\u5206\u6790\uff0c\u672c\u7814\u7a76\u5f9e\u7cfb\u7d71\u529f\u80fd\u8a9e\u8a00\u5b78\u7684\u89d2\u5ea6\uff0c\u9032\u4e00\u6b65\u7d30\u5316\u5beb\u4f5c\u8a55\u91cf\u7684\u6a19\u6e96\u8207\u5c64\u9762\uff0c\u5f9e\u5b78\u7fd2\u8005\u5beb\u4f5c\u7684\u771f\u5be6\u8a9e\u6599\u5206\u6790\u5176\u5f31\u9805\uff0c\u4e26\u63a1\u53d6\u5177\u9ad4\u7684\u6559\u5b78\u7b56\u7565\uff0c\u4f7f\u6559\u5b78\u8a2d\u8a08\u80fd\u6709\u91dd\u5c0d\u6027\u5730\u7b26\u5408\u5b78\u751f\u7684\u5b78\u7fd2\u9700\u6c42\u3002<\/li>\n<\/ul>\n<p>Practical text or practical writing is the genre which carries messages to exchange information between sender and receiver. It&#8217;s important to learn how to interpret various information received in daily life and to respond appropriately for the social interaction purpose. And second language learners not only need to understand the concept of different genre, but also need to possess the knowledge about context and linguistic features of various texts to communicate well with others. Therefore this paper analyzes the practical writing of 20 CSL (Chinese as a second language) students and concludes their performance is generally weak especially in terms of stages, tenor, mode, ideation, appraisal, conjunction, and reference. Based on the analysis of CSL students&#8217; authentic materials, this paper further applies the \u300cReading to Learn, Learning to Write\u300dpedagogy to design the teaching of practical writing with the concepts of genre, context, and language. Developed from the theory of Systemic Functional Linguistic, Reading to Learn pedagogy has been recognized as one of the most effective and well-designed genre study from theoretical and pedagogical aspects. The significance of this paper is to understand the performance and learning needs of CSL students, and to develop effective teaching design which can help to enhance the teaching and learning of Chinese practical writing.<\/p>\n<ol start=\"3\">\n<li>CEFR\u8207ACTFL\u521d\u7d1a\u95b1\u8b80\u80fd\u529b\u63cf\u8ff0\u5c0d\u61c9\u7814\u7a76\uff1a\u4ee5\u300c\u5152\u7ae5\u83ef\u8a9e\u6587\u80fd\u529b\u6e2c\u9a57\u300d\u70ba\u5a92\u4ecb\u00a0\u00a0\u8d99\u5bb6\u74a7\u3001\u85cd\u73ee\u541b\u3001\u9673\u67cf\u71b9<br \/>\nAligning ACTFL and CEFR proficiency levels: utilizing children&#8217;s Chinese competency certification by Chia-Pi Chao, Pei-Jiun Lan, and Po-Hsi Chen<\/li>\n<\/ol>\n<ul>\n<li>\u6458\u8981<br \/>\n\u672c\u7814\u7a76\u63a1\u7528\u570b\u5bb6\u83ef\u8a9e\u6e2c\u9a57\u63a8\u52d5\u5de5\u4f5c\u59d4\u54e1\u6703\u53c3\u7167CEFR \u521d\u7d1a\u4f7f\u7528\u8005\uff08A \u7b49\uff09\u80fd\u529b\u6307\u6a19\u6240\u7814\u767c\u7684\u5152\u7ae5\u83ef\u8a9e\u6587\u95b1\u8b80\u6e2c\u9a57\u70ba\u5a92\u4ecb\uff0c\u900f\u904e\u66f8\u7c64\u6cd5\uff08Bookmark Method\uff09\u6a19\u6e96\u8a2d\u5b9a\u7a0b\u5e8f\uff0c\u9023\u7d50\u6b50\u6d32\u5171\u540c\u8a9e\u6587\u53c3\u8003\u67b6\u69cb\uff08CEFR\uff09\u8207\u7f8e\u570b\u5916\u8a9e\u6559\u5b78\u5354\u6703\u80fd\u529b\u6307\u6a19\uff08ACTFL Proficiency Guidelines\uff09\u7684\u521d\u7d1a\u95b1\u8b80\u80fd\u529b\uff0c\u671f\u80fd\u5206\u6790 CEFR \u8207ACTFL \u521d\u7d1a\u95b1\u8b80\u80fd\u529b\u63cf\u8ff0\u7684\u5c0d\u61c9\u95dc\u4fc2\u3002\u672c\u7814\u7a76\u9080\u96c611 \u4f4d\u5c08\u5bb6\u63a1\u7528\u66f8\u7c64\u6cd5\u9032\u884c\u5169\u56de\u5408\u7684\u6a19\u6e96\u8a2d\u5b9a\u7814\u7a76\uff0c\u4f7f\u7528\u5152\u7ae5\u83ef\u8a9e\u6587\u95b1\u8b80\u6e2c\u9a57\u984c\u76ee\uff0c\u5c0dACTFL \u521d\u7d1a\u8207\u4e2d\u7d1a\u7684\u80fd\u529b\u63cf\u8ff0\u9032\u884c\u6a19\u6e96\u8a2d\u5b9a\u3002\u7814\u7a76\u7d50\u679c\u986f\u793a\uff1a1. \u4f4e\u65bcCEFR A1 \u4ee5\u4e0b\u7684Pre-A1 \u7d1a\u7d04\u8207ACTFL \u521d\u7d1a\u521d\u7b49\u3001\u521d\u7d1a\u4e2d\u7b49\u76f8\u7576\uff0c\u800cA1 \u7d1a\u8207\u521d\u7d1a\u9ad8\u7b49\u3001\u4e2d\u7d1a\u521d\u7b49\u76f8\u7576\uff0c\u81f3\u65bcA2 \u7d1a\u5247\u8207\u4e2d\u7d1a\u4e2d\u7b49\u3001\u4e2d\u7d1a\u9ad8\u7b49\u76f8\u7576\uff1b2. \u5728\u6a19\u6e96\u8a2d\u5b9a\u7d50\u679c\u7684\u6548\u5ea6\u9a57\u8b49\u65b9\u9762\uff0c\u672c\u7814\u7a76\u63d0\u51fa\u7a0b\u5e8f\u6027\u6548\u5ea6\u8207\u5167\u90e8\u6548\u5ea6\u5169\u9805\u8cc7\u6599\uff1b3. \u5728\u5b9a\u7fa9\u521d\u7d1a\u95b1\u8b80\u80fd\u529b\u6642\uff0cCEFR \u8207ACTFL \u6709\u6578\u9805\u5171\u540c\u7279\u5fb5\u548c\u5171\u901a\u7684\u5b78\u7fd2\u9032\u7a0b\u3002\u672c\u7814\u7a76\u7d50\u679c\u6709\u52a9\u65bc\u5152\u7ae5\u6e2c\u9a57\u4f7f\u7528\u8005\u900f\u904eCEFR \u8207ACTFL \u7684\u8a9e\u8a00\u80fd\u529b\u67b6\u69cb\u7406\u89e3\u6e2c\u9a57\u7d50\u679c\uff0c\u540c\u6642\u4e5f\u63d0\u4f9b\u83ef\u8a9e\u6587\u6559\u5b78\u4e0a\u6709\u95dcCEFR \u8207ACTFL \u5c0d\u61c9\u7684\u5ba2\u89c0\u4f9d\u64da\u3002<\/li>\n<\/ul>\n<p>ACTFL Proficiency Guidelines (ACTFL) and Common European Framework of Reference for Language (CEFR) are two major language proficiency guidelines adopted internationally in the fields of language teaching and assessment. This study aims to link the framework of CEFR and ACTFL by utilizing the Children\u2019s Chinese Competency Certification (CCCC). 11 experts have participated in a two-round standard setting procedure applying the Bookmark Method. The CCCC Reading is a standardized test designed based on the CEFR proficiency descriptions for Basic User (A1-A2). The standard setting procedure was performed on the CCCC Reading focus on ACTFL novice and intermediate levels. The research suggests the following results. First, the pre-A1 reading proficiency which is lower than CEFR A1 is equivalent to the novice low and novice mid levels in ACTFL. The CEFR A1 reading proficiency is equivalent to ACTFL novice high and intermediate low levels and the CEFR A2 is equivalent to ACTFL intermediate mid and intermediate high levels. Second, the evidence of procedural validity and internal validity are provided to support the validation of the standard setting. Finally, in describing reading proficiency and learning progress in the beginner levels, the process of standard setting has revealed similar characteristics in both the CEFR and the ACTFL framework. The results of this study allow the test takers of CCCC to interpret test results with the language proficiency framework which they are familiar with. It can also provide language learners and educators with a more objective correspondence between CEFR and ACTFL.<\/p>\n<ol start=\"4\">\n<li>\u83ef\u8a9e\u6559\u6750\u8a55\u4f30\u6307\u6a19\u521d\u63a2\uff1a\u4e8c\u8a9e\u7fd2\u5f97\u8996\u89d2\u00a0\u00a0\u674e\u90c1\u9326\u3001 \u9673\u632f\u5b87<br \/>\nA preliminary investigation of the criteria for evaluating Chinese teaching materials: a second language acquisition perspective by\u00a0Yu-Chin Li and Jenn-Yeu Chen<\/li>\n<\/ol>\n<ul>\n<li>\u6458\u8981<br \/>\n\u672c\u6587\u5f9e\u4e8c\u8a9e\u7fd2\u5f97\u7406\u8ad6\u7684\u8996\u89d2\u51fa\u767c\uff0c\u6839\u64da\u6559\u6750\u7de8\u64b0\u7684\u76f8\u95dc\u7406\u8ad6\uff0c\u63d0\u51fa\u4e00\u5957\u83ef\u8a9e\u6559\u6750\u7814\u6790\u7684\u6307\u6a19\uff0c\u671f\u80fd\u505a\u70ba\u83ef\u8a9e\u6559\u5b78\u8a2d\u8a08\u6216\u7814\u6790\u7684\u53c3\u8003\u3002\u6709\u95dc\u4e8c\u8a9e\u7fd2\u5f97\u7684\u4e3b\u8981\u56e0\u7d20\u548c\u8981\u4ef6\uff0c\u96d6\u5b78\u754c\u4ecd\u7121\u5b9a\u8ad6\uff0c\u4f46\u56e0\u5176\u7121\u8ad6\u5728\u5916\u8a9e\u6559\u5b78\u6216\u6559\u6750\u8a2d\u8a08\u90fd\u6709\u8457\u81f3\u95dc\u91cd\u8981\u7684\u5f71\u97ff\u529b\u3002\u56e0\u6b64\u672c\u6587\u641c\u7f85\u570b\u5167\u5916\u8207\u4e8c\u8a9e\u7fd2\u5f97\u53ca\u6559\u6750\u7de8\u64b0\u76f8\u95dc\u7684\u66f8\u7c4d\u53ca\u8ad6\u6587\u5171117 \u672c\/\u7bc7\u505a\u70ba\u64ec\u5b9a\u6307\u6a19\u7684\u57fa\u790e\u3002\u672c\u7814\u7a76\u9996\u5148\u5f59\u6574\u570b\u5167\u3001\u5916\u4e8c\u8a9e\u7fd2\u5f97\u53ca\u6559\u6750\u8a2d\u8a08\u7684\u89c0\u9ede\uff0c\u505a\u7d9c\u5408\u6027\u7684\u8a0e\u8ad6\u3002\u5176\u6b21\uff0c\u5f9e\u4e2d\u8403\u53d6\u51fa\u4e00\u5957\u6559\u6750\u8a55\u6790\u6a21\u5f0f\uff0c\u6b64\u6a21\u5f0f\u5206\uff1a\u300c\u8a9e\u8a00\u300d\u3001\u300c\u8a8d\u77e5\u300d\u3001\u300c\u6559\u5b78\u300d\u8207\u300c\u5b78\u7fd2\u8005\u300d\u7b49\u56db\u500b\u5c64\u9762\uff0c\u670917 \u9805\u6307\u6a19\u300180 \u9805\u7d30\u76ee\u7684\u6559\u6750\u8a55\u6790\u5de5\u5177\u4e4b\u539f\u578b\u3002\u6b64\u8a55\u6790\u5de5\u5177\uff0c\u9664\u4e86\u53ef\u6aa2\u8996\u4e8c\u8a9e\u7fd2\u5f97\u76f8\u95dc\u7406\u8ad6\u7684\u61c9\u7528\u4e4b\u5916\uff0c\u4e5f\u53ef\u4ee5\u505a\u70ba\u6559\u6750\u8a2d\u8a08\u7684\u53c3\u8003\u6307\u6a19\uff0c\u6709\u52a9\u65bc\u5c07\u4e8c\u8a9e\u7406\u8ad6\u5be6\u969b\u61c9\u7528\u65bc\u6559\u5b78\u53ca\u6559\u6750\u8a2d\u8a08\u4e0a\u3002<\/li>\n<\/ul>\n<p>Primarily based on theoretical views of second language acquisition (SLA), this article aims to design a prototype of indicators for Chinese teaching materials analysis from a pedagogical perspective. To this end, first of all, we briefly discussed what SLA theories can contribute to the teaching of Chinese as a second language. Secondly, we compiled and discussed the most relevant SLA and Materials Development in Language Teaching bibliography in the last few decades. At each point, based on the discussed theories, we attempted to extract indicators for the purpose of analyzing Chinese teaching materials. Eventually, we designed a prototype tool with 4 different levels: (1) Language, (2) Cognition, (3) Teaching Approach, and (4) Students which include 17 indicators, a total of 80 items. It could be used as a reference for analyzing materials as well as for designing them.<\/p>\n<ol start=\"5\">\n<li>A multilevel analysis of the linguistic features affecting Chinese text readability by\u00a0Jia-Fei Hong, Yao-Ting Sung, Ho-Chiang Tseng, Kuo-En Chang, and Ju-Ling Chen<br \/>\n\u5f71\u97ff\u4e2d\u6587\u6587\u672c\u95b1\u8b80\u96e3\u6613\u5ea6\u7684\u591a\u5c64\u6b21\u8a9e\u8a00\u7279\u5fb5\u5206\u6790\u00a0\u00a0\u6d2a\u5609\u99a1\u3001\u5b8b\u66dc\u5ef7\u3001\u66fe\u539a\u5f37\u3001 \u5f35\u570b\u6069\u3001\u9673\u8339\u73b2<\/li>\n<\/ol>\n<ul>\n<li>\u6458\u8981<br \/>\nThe purpose of the present study is to investigate the characteristics of text comprehension. We use an approach that includes 32 linguistic features from four main levels (word, semantic, syntactic, and cohesive) that relate to Chinese text readability. The aim is to overcome the restrictions that resulted from adopting only surface linguistic features in investigating text readability in the past. In the present study, the research materials include 386 texts from Chinese textbooks for Taiwan elementary school students in six grades. The texts are reasonably assumed to increase in complexity of readability from grade 1 to grade 6. The readability of each of the 32 features is derived from the statistical trend analysis with respect to the grades. It is hoped that the results of this study can be of significant use in teaching Chinese reading in Chinese as a second language.<\/li>\n<\/ul>\n<p>\u672c\u6587\u7814\u7a76\u6587\u672c\u7406\u89e3\u7684\u7279\u6027\uff0c\u8ad6\u8ff0\u63a1\u7528\u8a5e\u5f59\u985e\u3001\u8a9e\u610f\u985e\u3001\u53e5\u6cd5\u985e\u548c\u6587\u7ae0\u51dd\u805a\u6027\u56db\u500b\u4e3b\u8981\u5c64\u6b21\u768432 \u500b\u8a9e\u8a00\u7279\u5fb5\uff0c\u4ee5\u63a2\u8a0e\u4e2d\u6587\u6587\u672c\u95b1\u8b80\u96e3\u6613\u5ea6\uff0c\u514b\u670d\u524d\u4eba\u50c5\u63a1\u7528\u4e00\u4e9b\u8868\u9762\u8a9e\u8a00\u7279\u5fb5\u7684\u9650\u5236\u3002\u7814\u7a76\u7684\u5be6\u9a57\u6750\u6599\u53d6\u81ea\u81fa\u7063\u4e09\u500b\u7248\u672c\u7684\u5c0f\u5b78\u4e00\u5e74\u7d1a\u5230\u516d\u5e74\u7d1a\u7684\u8ab2\u672c\u5171386 \u7bc7\u6587\u672c\uff0c\u5f9e\u4f4e\u5e74\u7d1a\u5230\u9ad8\u5e74\u7d1a\u7684\u8ab2\u6587\u7576\u4f5c\u662f\u6587\u672c\u5f9e\u7c21\u6613\u5230\u76f8\u5c0d\u7e41\u96e3\u7684\u5b89\u6392\uff0c\u901932 \u500b\u8a9e\u8a00\u7279\u6027\u7684\u95b1\u8b80\u96e3\u6613\u5ea6\u4ee5\u7d71\u8a08\u5b78\u7684\u8da8\u5411\u5206\u6790\u4f9d\u6587\u672c\u5728\u5e74\u7d1a\u7684\u9ad8\u4f4e\u5206\u5e03\u8a08\u7b97\u51fa\u4f86\u3002\u904e\u53bb\u83ef\u8a9e\u70ba\u4e8c\u8a9e\u7684\u6587\u672c\u5206\u6790\u5927\u90fd\u63a1\u7528\u5b78\u751f\u504f\u8aa4\u7684\u8a9e\u6599\uff0c\u672c\u7814\u7a76\u5247\u4ee5\u6b63\u898f\u7684\u6587\u672c\u70ba\u4f9d\u64da\uff0c\u505a\u51fa\u4e2d\u6587\u6587\u672c\u95b1\u8b80\u96e3\u6613\u5ea6\uff0c\u5e0c\u671b\u7814\u7a76\u6210\u679c\u80fd\u5c0d\u83ef\u8a9e\u70ba\u4e8c\u8a9e\u6559\u5b78\u6709\u6240\u8ca2\u737b\u3002<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u76ee\u9304 Table of Contents \u4e8c\u8a9e\u5b78\u7fd2\u8005\u8207\u6bcd\u8a9e\u8005\u7a7f\u6234\u985e\u52d5\u8a5e\u7684\u5fc3\u7406\u8a5e\u5f59\u7db2\u7d61\u4e4b\u7d44\u7e54\u7814\u7a76\u00a0\u00a0\u9322\u65ed\u83c1 A  [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[25],"tags":[],"class_list":["post-468","post","type-post","status-publish","format-standard","hentry","category-tjcsl"],"_links":{"self":[{"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/posts\/468","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/comments?post=468"}],"version-history":[{"count":1,"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/posts\/468\/revisions"}],"predecessor-version":[{"id":469,"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/posts\/468\/revisions\/469"}],"wp:attachment":[{"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/media?parent=468"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/categories?post=468"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/tags?post=468"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}