Inaugural Symposium of the European Association of Chinese Teaching

Inaugural Symposium of the European Association of Chinese Teaching

10-12 February, 2017, Budapest

ELTE Confucius Institute, 1088 Budapest, Múzeum krt. 4/F

Inaugural Symposium of the European Association of Chinese Teaching

10-12 February, 2017, Budapest

ELTE Confucius Institute, 1088 Budapest, Múzeum krt. 4/F

Inaugural Symposium of the European Association of Chinese Teaching

10-12 February, 2017, Budapest

ELTE Confucius Institute, 1088 Budapest, Múzeum krt. 4/F

Abstracts

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Dr. Huba Bartos Contrastive phonetic analysis and laboratory methods in exploring pronunciation errors of Hungarian learners of Mandarin (co-authors: Qiuyue Ye, Nikoletta Tusor)
In this paper we demonstrate the use of contrastive analysis paired with experimental research in pinpointing key errors displayed in the speech production of Hungarian learners of Mandarin (HLM). In particular, we focus on pronunciation errors in the production of consonants and tones. The findings point to the interference effect of the Hungarian articulatory basis on the acquisition of the M consonant system. Tones, a feature entirely absent from Hungarian, is shown to pose predictable but less serious difficulties.
Contrastively comparing the consonant systems of Hungarian and Mandarin we can easily pinpoint three potential areas of difficulty for HLM:
1. The aspiration-based contrast among M obstruents is absent from H, but is often erroneously linked up with the voicing contrast present in H but absent from M.
2. There are no retroflex consonants in H., and these sounds of M will be replaced by many HLM with H dorsal postalveolar consonants, which HLM perceive as similar.
3. The M consonants with dual (alveolar + palatal) articulatory gestures: HLM almost invariably drop one of the events, and produce monogestural palatals (or apico-alveolars).
Tones: While various problems (duration, contour, range) were identifiable in the tone production of HLM, yangping and shangsheng turned out to be the most problematic tonal values, and their F0 contour and range proved to be the most significant problem areas.
A further discovery: while the variety of pronunciation errors narrows with the time of learning, the most characteristic error types fossilize heavily (i.e., become a permanent feature of the speech of the learner, rather than an error with random manifestation), and turn into a problem very difficult to correct and remedy later.
Mr. Weihao Cai 汉语慕课教学模式研究
]本研究采用个案研究方法,通过课堂观察和访谈法,对北京某高校开设汉语慕课的教学目标、教学方法、教学内容、时长和教学效果等进行深入研究,并在此基础上提出汉语慕课的五个特点:第一,汉语慕课的影响力和学习者规模具有很大提升空间;第二,教学内容和方法应以学生汉语水平和交际需求为中心;第三,同伴互评和分享学习成果是提高汉语慕课学习者学习效果的有效途径;第四,汉语慕课教学须循序渐进;第五,慕课能从教育理念、知识、技能和自我效能感等多方面促进教师专业发展。同时,提出汉语慕课亟待解决的几个问题,包括:如何提高汉语慕课教学交际性和互动性;如何有效、及时地反馈学生提出的问题;以及加强人力和物力的支持与保障等。
Ms. Junji Gong 现代教育科技与汉语亲属称谓语教学
外语学习中存在着各种学习者很难逾越的“阻力区”(zone de résistance)。有些是语言本身的,有些则是思维与文化上的,而后者的难度远非可与前者相提并论。对于西方学习者来说,由于汉语是一种远距型语言,他们在学习汉语过程中自然会遇到诸多障碍。汉语的亲属称谓语堪称汉语学习中最高层级的“阻力区”。汉语亲属称谓语属于“苏丹制”,而法语亲属称谓语则属于“爱斯基摩制”,前者词汇的丰富与后者相对的贫乏形成二者间严重的不对等性。再者,汉语中拟亲属称谓语的大量使用,使得学习的难度系数再次升级。笔者对部分法国汉语专业学生掌握汉语亲属称谓语情况调查的结果进一步证明汉语亲属称谓语是汉语学习者的一个“阻力区”。本文运用以计算机技术为基础的现代化多媒体教育手段来减少法国汉语学习者学习汉语亲属称谓语所遭遇到的各种障碍,以有效地促进亲属称谓语的教学,从而使其概念内在化。
Ms. Jiaqi Guo Flipped the Language Classroom with Technology
Although instructed language learning has a history of thousands of years of real life practice it is a comparatively young field of academic research (Ellis, 2012). As is the case for many language teachers in contemporary education settings, many Chinese language teachers, including those who teach a degree course or language classes in a higher education environment, are confronted by students’ slow progress and modest learning outcomes. Limited contact hours, unmotivated students and the lack of an immersive linguistic environment may all, to various degrees, contribute to this unsatisfactory situation.
Undoubtedly, language learning requires time and effort. What can be done to optimise in-classroom and out-classroom learning? Flipped classroom is a pedagogical solution with a technology component such as language learning apps, Youtube videos, Moodle and online courses such as MOOC that challenge the traditional notion of the classroom that is dominated by imparting grammar and tight control by the teacher. Instead of spending time reviewing new vocabulary and grammar necessary for that day's lesson then proceeding to exercises, flipping the learning requires students to get familiar with the learning materials prior to the class with carefully designed activities with sufficient and assessable feedback and support. By doing so, it personalises the students’ learning experience and affords more classroom time for in-class activities that focus on higher level cognitive activities.
This presentation will invite discussion regarding how various technologies can be used to serve teachers' pedagogical goals and to maximise learning outcomes. Furthermore, the broader role of language teachers in students' language learning journeies in the 21st century, where teachers are no longer the sole resource of knowledge, will also be discussed.
Dr. Shih-chang Hsin 漢語聽力寬度之教學概念及網上聽力資源建置
漢語聽力寬度之教學概念及網上聽力資源建置
The development of internet teaching resource based on the concept of Chinese Listening broadness
Abstract:
漢語因地域及社會環境不同而有許多區域的差異,最明顯是在口音方面,例如中國大陸各方言區或省區的普通話、台灣國語、新加坡華語、馬來西亞華語、港澳普通話等等。外國人士在課堂上所學習的都是標準的漢語發音及聽力,但在真實的漢語環境中,絕大多數華人所講的國語/普通話或多或少都帶有受方言影響的口音,如何讓漢語學習者能聽懂適應這些不同的口音,提高與各地華人的溝通理解能力,是漢語語聽力教學亟待研究的課題。

所謂的寬廣度是指對於不同音色、口音、腔調之聽力理解能力。本研究即基於此概念,建置了華語多元口音聽力網站,錄製了數百筆具有不同主題的各類普通話的口音,按區域分類並加上語言地圖及該地漢語特徵及口語文稿,作為中高級聽力教學之自學及課堂教學資源,可供歐洲地區的教師運用。研究者並以此網站進行聽力教學測試及試驗,證實即使是高級程度的學生面臨到不同口音時仍有聽力上的困擾,但經過密集上網聆聽的教學安排後,即能逐漸適應。

Keywords: 漢語聽力、口音、聽力寬度、網上資源
Dr. Zhenyin 怡貞 Hsu 許 針對歐洲語言共同參考框架的語言教學任務及作用:談國際學校古漢語任務教學設計與成效
根據歐洲語言共同參考框架中提出:定義任務的性質可以很多樣化,並需要語言活動的介入。另外,交際也是任務的重要組成部分。因此, 將任務或活動按類型分配,則成為眾多教學大綱、教材、課堂學習經歷和課堂測驗的中心單元。學習者依能力配合任務設計的條件和限制,以積極的態度參加並完成設定的交際任務,透過學習目的語進行理解與交流,達到目的語學習的功效。本論文研究者憑藉專業背景,任教於國際學校並從事古漢語課程的規劃與教學設計。為因應學生高中畢業後即將前往歐洲繼續升學的前提下,漢語課程的規劃須符合歐洲語言共同參考框架,針對語言教學任務的設計及其作用,研究者提出以古漢語任務教學設計為研究主題,當任務實施時,學習者的能力考量、任務設計的條件和限制,以及任務實施的策略,展開行動研究。之後反思實施成果,就任務教學設計的難點,以認知、情感和語言因素三方面,尋求最佳化的古漢語任務教學設計。預期學習者透過設計的任務型語言學習,充分達成目的語學習成效。研究者將提供實際的任務教學範例,透過實例的設計,檢視是否符合歐洲語言共同參考框架下語言教學任務的指標,所得成果供日後研究之參考。
Dr. Keiko Ibushi 汉语教学的几个新尝试
(我和朱风老师联名投稿)

本人在日本大学教学汉语已有20个年头了。在这20年中,随着时代的更新及学生素质的变化,汉语课本及汉语教学方法有了很大的变化。本论文主要想介绍一下本人在汉语教学中的几个新尝试以及日本的汉语教学现状。
日本大学中,除了一小部分汉语专业的学生以外,大部分的学生均选择汉语作为第2外语,而且动机在于拿学分。对于这些学生,我们需要在教材和教学方法上下功夫,让他们从被动学习转向积极主动学习。我想在此介绍几种新的尝试。
1.采用适合年轻人的汉语教材,包括漫画教材,音乐教材。
2.利用ICT(Information and Communication Technology)技术,诸如Quizlet,YouTube,Pentel等应用软件,让汉语学习环境接近年轻学生的日常生活,摒弃枯燥乏味,增添轻松愉快。
3.营造多元化语言环境。不仅仅是单纯的日语-汉语,或汉语-日语学习,而是英语,汉语,日语等多种语言同时使用,让学生体验到国际化的汉语。
总之,本人希望通过具体介绍几个目前在日本汉语教学中的新尝试,与欧洲的同仁们做一些互动交流。
Ms. Wang Jingdan 成语与中国文化的课程设计
汉语成语是中华民族传统文化的瑰宝与结晶,在汉语的词汇系统里扮演着十分重要的角色,也一直是第二语言学习者面临的难点之一。在对外汉语教学中,成语教学及相关研究一直未曾受到足够重视,专门的成语教材更是寥寥无几。关于成语与中国文化课程探讨者也比较少。本文试图从成语教学对于扩大学生词汇量,提高汉语理解和表达能力,加深文化理解等方面的意义出发,对《成语与中国文化》课程的内容、教学理念、教学方法、教学策略、文化因素的设计等方面进行深入的考察分析,探讨其对成语教学的作用。
Ms. Lai Jingqing 谈汉字文化传播在汉语国际推广中的意义与作用----兼论中级汉语教学汉字课程设置问题
汉语国际推广已经作为国家外交战略的一个重要的组成部分。汉语国际推广的发展目标是实现六大转变,转变之一就是从对外汉语教学向全方位的汉语国际推广转变,因此对外汉语教学与汉语国际教育推广是一个有机的整体。笔者认为在汉语国际推广中应该充分发挥汉字教学的优势,突破汉字难认、难写、难记的瓶颈,利用汉字教学传播和推广富有中国魅力的文化,让世界各国人民接受并认同这种文化,共同分享中国文化中灿烂的瑰宝。本文在论述汉字教学在汉语国际推广中的意义和作用的同时,兼论中级汉语教学中汉字课程设置问题。通过对中级汉语水平学生的问卷调查与分析说明汉字课程设置的必要性和紧迫性,并对中级汉语教学中汉字课程设置做具体描述。
Mr. Eoin Kestell Use of Modern technology in Teaching Chinese
Although technology has become embedded in our everyday lives, researchers and practitioners are constantly striving to find ways to incorporate technology in education, particularly in the field of language acquisition. The development of technology is reflected by a progressive proliferation of web resources and multimedia software for language teaching and learning, particularly computer-assisted language learning (CALL), which has become a very significant research area within applied linguistics.
This paper addresses a debate that has become central to recent developments regarding CALL: on the one hand, many academics have argued that individuals should be encouraged to engage in activities using modern technology in the target language as it provides learners with an opportunity to obtain rich input and output in the target language; on the other hand, others have expressed concern that technology may confine individuals to only participating within their existing networks and reduce immersion time spent in the target language and culture.
Thus, this paper seeks to address the usefulness of CALL in language acquisition through two case studies of twelve Year 4 and ten Year 1 students who were part of a Chinese language degree program in Dublin Institute of Technology (DIT). The core focus of this paper is to explore learners’ attitudes and beliefs towards the effect that using technology had on their written production skills. Data on beliefs and attitudes were collected through online surveys. Throughout the year, students were to submit assignments on a regular basis through either e-mail or WeChat. Results revealed that students written production skills improved significantly over the year. Furthermore, students indicated that producing written text using technology helped to facilitate their production at a considerably faster rate, increasing both confidence and motivation. Through a survey requesting students’ experience of acquiring knowledge through these digital resources and implementing it through CALL-facilitated written and oral communication, this paper ultimately aims to demonstrate that modern technology can be a useful tool for second language learners of Chinese.
Dr. Elena Kolpachkova No Books, No Problem: Teaching Grammar Theory Without a Textbook
Chinese Grammar is one of the most difficult aspects of language to teach well. A typical university curriculum includes three kinds of lessons (Reading, Listening and Oral Communication), at low levels students can obtain explicit grammar knowledge through some practical Grammar lessons, with teachers focusing on grammar as a set of forms and rules of usage and then drilling students on them. After 2 years of studing usually they are led to be exposed to natural Chinese as an exchange programs student and have an intensive language course in China that is a big help in developing conversational fluency. Here they also absorb grammar rules to some extent as they hear, read, and use the language in communication activities. But students still lack an active understanding of what grammar is and how it works in the language they already know.
Grammar theory taught in the 3rd year is supposed to give them overt grammar instructions and explanations from a largescale typological perspectives that can help students acquire the language more efficiently. The contents of the practical grammar textbooks for lower proficiency levels include explanations of structures, parts of speech, particles, etc. They are accompanied by activities such as fill-in-the-blank exercises, rewriting, and translation drills. At an advanced level the grammar lessons (and therefore textbooks) actually include only translations of literary passages from the Chinese language into the native language, drilling vocabulary words and writing compositions. In Russia no textbook on Chinese grammar can give a satisfactory theoretical support for students. All existing Chinese grammar books in Russian are either outdated or lacking a theoretical framework. Grammar textbooks in Chinese can facilitate the task, but they are still not available countrywide.
So it’s quite a challenge for Chinese language teachers in Russia to make use of up-to-date theories and theoretical frameworks and give easy-to-understand explanations and sufficient language examples to students on Grammar lessons. Considering that many digital resources available probably can soon make textbooks obsolete, to accomplish defined teaching tasks I summarized my first-hand experience as a Grammar instructor and now offer students a useful digitized Chinese Grammar course, a complex, typologically oriented one built on recent linguistics studies with illustrative materials from Chinese scholars and linguisitic corpora.
Dr. Chin-hui Lin “翻转课堂”模式使用于大学汉语课程之尝试与思考
近年来,不少汉语教师如陈(2014)、徐、史(2014)、曾(2016)都曾尝试在自己的课堂中进行所谓的“翻转课堂” (flipped classroom)教学设计。相对于“传统”的“先教后练”的课堂教学形式,起源于2007年的“翻转课堂” 将传统课堂的教学形式加以“翻转”——随着电脑与网络技术的发达,教师可将学习者容易习得的主要知识内容在课前传达。此一教学模式有利于将以往课堂上“以教师为中心”的教学模式翻转为“以学生为中心”的教学模式。
然而,此一教学模式虽有一定的好处,在实际课堂教学中究竟该如何“翻转”——部分翻转或全部翻转?针对何种类型的课程及学习者较为合适?学生的接受度为何?——仍然是有待讨论的问题。本文拟通过笔者在德国大学中所设计的一门高级口语课程,探讨此一教学模式使用于大学汉语课程之利弊。
Ms. Aránzazu Luna Díaz 国际汉语字母教学法
国际汉语字母教学法,采用26个通用拉丁字母表示中华几千年的语言文化全部。拼写简短、音义交融、全息通透,利于教学、便于应用。
汉语字母教学法为21世纪对外汉语教学新模式,以国际主流文字实行汉语教学新方法。
教师用外国人所熟悉的拼音模式教授汉语;学生用自己所熟悉的拼音方法学习汉语。
外国人用所熟悉的拼音文字听汉语、说中国话;用所熟悉的拼音文字阅读、书写中文。
汉语字母教学法引古老汉字闪亮转身。这是一个全新的汉语世界! 汉语汉文化脱掉了冗装重甲,轻灵洒脱,信手可拈。
东方旧貌俱新颜。似曾相识,却倍感亲近。
学习国际字母化汉语,体验中华上下五千年的极速穿越;感受世界横贯东、西的遥远跨越;聆听人类未来融谐的福音。
Ms. Jun Ni Use of Modern Technology in Chinese Language Teaching
Although technology has become embedded in our everyday lives, researchers and practitioners are constantly striving to find ways to incorporate technology in education, particularly in the field of language acquisition. The development of technology is reflected by a progressive proliferation of web resources and multimedia software for language teaching and learning, particularly computer-assisted language learning (CALL), which has become a very significant research area within applied linguistics.
This paper addresses a debate that has become central to recent developments regarding CALL: on the one hand, many academics have argued that individuals should be encouraged to engage in activities using modern technology in the target language as it provides learners with an opportunity to obtain rich input and output in the target language; on the other hand, others have expressed concern that technology may confine individuals to only participating within their existing networks and reduce immersion time spent in the target language and culture.
Thus, this paper seeks to address the usefulness of CALL in language acquisition through two case studies of twelve Year 4 and ten Year 1 students who were part of a Chinese language degree program in Dublin Institute of Technology (DIT). The core focus of this paper is to explore learners’ attitudes and beliefs towards the effect that using technology had on their written production skills. Data on beliefs and attitudes were collected through online surveys. Throughout the year, students were to submit assignments on a regular basis through either e-mail or WeChat. Results revealed that students written production skills improved significantly. Furthermore, students indicated that producing written text using technology helped to facilitate their production at a considerably faster rate, increasing both confidence and motivation. Through a survey requesting students’ experience of acquiring knowledge through these digital resources and implementing it through CALL facilitated written and oral communication, this paper ultimately aims to demonstrate that modern technology can be a useful tool for second language learners of Chinese.
Ms. Zhinan Niu 论“混合式学习”理念下的教学设计创新 ——以匈牙利罗兰大学孔子学院教学实践为例
随着全世界范围内“汉语热”的来临和互联网技术的普及,通过网络、利用多媒体技术学习汉语的人越来越多。所谓“混合式学习”就是要把传统学习方式的优势和网络化学习的优势结合起来,也就是说,既要发挥教师引导、启发、监控教学过程的主导作用,又要充分体现学生作为学习过程主体的主动性、积极性与创造性。在这样的新形势下,如何运用现代教育技术和资源进行教学设计,对国际汉语教师提出了新的挑战。
本文将以第二语言教学法、教学设计理论以及现代教育技术的研究为基础,结合作者在匈牙利罗兰大学孔子学院的教学实践,探讨混合教学模式下的教学设计理念的创新思路,以期对当下国际汉语教师教学设计能力的培养有所启发。
Ms. Bruna Peixoto Multiple Intelligences and Learning Styles and the teaching and learning of Chinese as a Foreign Language
In previous work we have established that teaching and learning Chinese as a foreign language may in fact involve different aspects of one’s intelligence, as proposed by Howard Gardner in his Multiple Intelligences Theory. This idea sprang mainly from the Chinese language system specific characteristics such as its visual-semantic writing system, its tonal and monosyllabic phonetic system, and its lexical category, which in itself measure up fairly well to some of Gardner’s multiple intelligences.

However, we believe that the sole use of this theory in the teaching and learning of Chinese language is not enough to optimize and motivate students in their learning process. In order to maximize its use, we propose in this paper that combining students’ multiple intelligences (what they learn) and their learning styles (how they learn) may enrich, heighten and further develop their learning and acquisition of Chinese language.

In order to establish the validity of our hypothesis, we have designed specific tests to uncover students’ multiple intelligences strengths and weaknesses and learning styles. We have then isolated a group of students with whom we have been carrying out a case study to establish the relation between their intelligences, learning styles and Chinese language learning and acquisition, and if this approach may in fact help them to overcome their shortcomings.

In this paper we will present not only our preliminary results on this case study, but also what type of methods and exercises Chinese language teachers may use to encourage and motivate students in learning and acquiring Chinese, making use of their strongest intelligences and learning styles preferences.
Mr. Jiří Plucar Teaching Chinese Characters as Part of Chinese Language Curriculum at University
In my paper, I will focus on the importance of including relevant aspects and issues of teaching the Chinese writing into the Chinese language curriculum. I will assess the contents of such a university course suggesting a whole of considerable components that can be recommended for such a course. The internal structural complexity of Chinese characters and the specific relation between the figurative and phonetic aspects make the Chinese writing a challenge for a teacher to deal with and to transmit it to students. Thus, I consider it a significant task to find an appropriate set of elements that form a Chinese writing lesson as part of a linguistic curriculum. I will talk about all the necessary components of such a course such as basic writing principles, structural analysis, graphical typology, graphical variants, the case of simplified and traditional forms, synchronic and diachronic aspects, etc. All this will be discussed according to my own teaching experience based on how this course is managed at my domestic university.
Dr. Ho(Feng) Sato(Zhu) 汉语教学的几个新尝试
本人在日本大学教学汉语已有20个年头了。在这20年中,随着时代的更新及学生素质的变化,汉语课本及汉语教学方法有了很大的变化。本论文主要想介绍一下本人在汉语教学中的几个新尝试以及日本的汉语教学现状。
日本大学中除了一小部分汉语专业的学生以外,大部分的学生均选择汉语作为第2外语,而且动机在于拿学分。对于这些学生,我们需要在教材和教学方法上下功夫,让他们从被动学习转向积极主动学习。我想在此介绍几种新的尝试。
1.采用适合年轻人的汉语教材,包括漫画教材,音乐教材。
2.利用ICT(Information and Communication Technology)技术,诸如Quizlet,YouTube,Pentel等应用软件,让汉语学习环境接近年轻学生的日常生活,摒弃枯燥乏味,增添轻松愉快。
3.营造多元化语言环境。不仅仅是单纯的日语-汉语,或汉语-日语学习,而是英语,汉语,日语等多种语言同时使用,让学生体验到国际化的汉语。
总之,本人希望通过具体介绍几个目前在日本汉语教学中的新尝试,与欧洲的同仁们做一些互动交流。
Dr. Lianyi Song 利用听写软件辅助口语练习与测试的探索
目前,多种学习汉字的软件已经在很大程度上改变了学习者学习汉字的过程和习惯。汉语语音及声调学习的软件及其在口语测试中的应用似仍不太普遍且相关应用研究相对较少,而利用听写软件辅助中文口语教学似乎更少。本人试图探讨一下如何利用听写软件辅助口语练习与测试。

首先,语音识别技术的发展近些年来有了长足的发展,这一技术普遍用于语音指令,话语记录,并进一步应用于口语翻译。这几类应用恰恰给语言教学提供了机遇。

另外,智能手机的普遍使用使学习更加个体化,学习过程也更加灵活,大大减少了学习者对课堂教学以及与教师面对面的交流的依赖。利用听写软件不仅可提高学习者学习兴趣,同时为他们提供一个自学和自测的平台。
Ms. Yaping Tang 对外汉语教学中现代教育技术问题探讨
本文着重讨论多媒体、互联网等现代教育技术在对外汉语教学中的运用的问题。现代教育技术的应用必将导致教育内容、教育方法、教育手段,以至教育模式和教育思想观念的深刻变革。对外汉语教学是一门新兴的学科,其基本目的是培养学生运用语言的能力,其中包括语言的构架能力和表达能力以及文化适应能力等等。对外汉语教学中运用现代教育技术这是教育教学发展的必然,但如何高效率的运用,如何结合对外汉语的教学性质特点,来科学合理地运用,这是对对外汉语教师迎接的一个挑战。根据对外汉语教学课程的性质,将从教学环节、教学对象、教学内容、学习者语言习得规律、课程类型以及知识重点等具体方面来探讨现代教育技术在对外汉语教学中的如何运用。
Dr. Chin-Chin Tseng 運用翻轉教室學習平台進行歐洲時事新聞之漢語翻譯教學
本文基於翻譯教學是歐洲外語學習的基礎工具,嘗試利用翻譯教學精進漢語的理解與表達。採用的學習方式是翻轉教室,也就是學習者運用多媒體輔助中英字幕學習平台,建構英漢翻譯知識,再透過由學習者擷取自己評估值得學習的對譯詞語,設計翻譯搶答題,提高學習的趣味性。另外,學習者也選出值得練習對譯的句子,讓同學進行即席翻譯與帶領討論,透過進行漢外對比分析,加強運用漢語思維,提升漢語表達的正確度與流利度。教學影片取材為與歐洲時事相關的線上新聞「難民危機歐盟四國商談邊境政策」。本文的研究方法屬質化研究中的詮釋典範,從翻譯教學驗證有效的外語學習輸入及輸出。再從價值論的角度,探討翻轉教室與師生互動所產生的學習價值。
Ms. Natalia Vlasova Chinese language learning and teaching: the prospects of online education
Nowadays the system of online-education is being actively developed. Students of all ages can go online and study literally in every corner of the globe anytime they wish. This form of teaching gives teachers opportunity to bring their knowledge to the widest possible audience. Thanks to modern technologies teachers have an excellent opportunity to gather detailed information concerning who may be interested in the course and the problems students may face, because despite the online format of distance education the whole process requires an active feedback from the students and their communication with the teacher.
St. Petersburg State University is working upon a large number of online courses, including several Chinese language courses. The release of the course named "Basic Chinese" is scheduled for February 15, 2017. This course is designed for ten weeks and is partly based on material that first-year students of the Department of Orient and African Studies, majoring in Chinese, study at the beginning of the second semester within the program "Phonetics and Spoken Chinese". One of the objectives is to allow students who do not have access to "full-time" educational resources, go through basic vocabulary and grammar of the Chinese language (level A1-A2 according to the Common European Framework of reference for language learning). Moreover the course serves the purpose of popularization of the Chinese language in order to inspire respect for the Chinese culture.
We believe that this course will be useful for the students self-studying the Chinese language, as well as for Chinese language teachers in Russian secondary schools because Chinese as a second foreign language will be included into the school curriculum.
Undoubtedly we expect some difficulties due to the fact that а teacher can not hear students talk and practice, however, the feedback in the process of learning and technology development will help to improve gradually the ways of presenting the material.
Dr. Jingling Wang On the Teaching of Chinese News as a Second Language 对外汉语新闻课教学模式探究
在德国高校的中文系到高年级时学生开始接触到报刊语言,报刊语言属政论语体,篇幅短小,但长句多,专业词、新词、套语、惯用语、简称、书面语等较多。尤其是长句,非母语学生一时难于把握,读起来很吃力,课文看不懂,近则影响进度和效果,远则影响“达标”(即达到《汉语水平等级标准》)。笔者建议把传统的教学模式“报刊阅读课” 改进为多媒体课堂教学模式“新闻课”,选择比较常见的文体,专题性和时效性结合,并能激发学习者兴趣的内容,通过视听、口语互动协助主题理解,让学生了解报刊新闻语言特点,通过对词汇,语法及句法的分析加深阅读理解,在主题理解的基础上再次提高听力,运用主题词汇、词群进行写作,以此达到听说读写全方面训练的目的。
Dr. Tianmiao Wang 汉语慕课教学模式研究
本研究采用个案研究方法,通过课堂观察和访谈法,对北京某高校开设汉语慕课的教学目标、教学方法、教学内容、时长和教学效果等进行深入研究,并在此基础上提出汉语慕课的五个特点:第一,汉语慕课的影响力和学习者规模具有很大提升空间;第二,教学内容和方法应以学生汉语水平和交际需求为中心;第三,同伴互评和分享学习成果是提高汉语慕课学习者学习效果的有效途径;第四,汉语慕课教学须循序渐进;第五,慕课能从教育理念、知识、技能和自我效能感等多方面促进教师专业发展。同时,提出汉语慕课亟待解决的几个问题,包括:如何提高汉语慕课教学交际性和互动性;如何有效、及时地反馈学生提出的问题;以及加强人力和物力的支持与保障等。
Dr. Jue Wang-Szilas 中文初阶慕课:设计,实施与研究
《中文初阶慕课》是由法国国立东方语言文化学院在法国FUN (France Université Numérique) 慕课平台上首推的面向世界法语母语汉语学习者的慕课。《中文初阶慕课》旨在引导初学者进入汉语语言和文字的基础学习,帮助学习者发展个性化学习策略,“学会如何学习”像汉语这样的 “远距离语言和文字”,并籍此打开发现中国文化之门。该慕课在设计上遵循汉语语言的特殊性,承认其具有两个语言教学单位-字与词,并强调字与词在汉语启蒙教学阶段的重要性。同时课程设计针对性强,帮助法语母语汉语学习者逐一击破特殊困难点。学生通过观看视频讲座、测试、练习、游戏以及论坛互动等一系列教学和教辅活动来实现在线课程学习和互动。 该报告将对慕课的设计和实施情况进行详细说明,同时根据收集到的数据对学生的论坛互动进行研究和分析。
Dr. Felicia Zhang DEVELOPING L2 LEARNERS' CHINESE READING ABILITY WITHOUT REQUIRING THEM TO LEARN TO WRITE CHINESE CHARACTERS----AN EXPLORATION
Abstract: A key issue being explored in this paper is whether it is possible to develop our L2 Chinese
learners’ Chinese reading ability without requiring them to write Chinese characters. This issue is of
genuine concern in a target language environment such as Taiwan where L2 learners have the need to
recognize complex characters in their environment but have found the task of learning to write very
difficult. This paper presents three case studies in L2 students learning Chinese in a target language
environment (Taiwan). The first case study outlines some of the conditions under which a curriculum
which does not focus on the writing of Chinese characters for reading purpose might be possible. Case
studies 2 and 3 outline how three L2 students learned Chinese themselves through a number of mobile
apps and how they decided not to learn Chinese characters. In the final part, the availability of Chinese
learning apps necessitated a rethinking of how the reading skill in Chinese could be developed. A
possible teaching intervention is proposed. The teaching intervention will be in a context of using the
somatically-enhanced approach in teaching Chinese (Zhang, 2006). Oral language will be taught using
active techniques such as humming, clapping, using gestures and so on. Character teaching
intervention will include a variety of teaching techniques such as raising L2 learners’ consciousness of
radicals and other ways of character creation. L2 students will also be exposed to reading passages
early in the course of their study. They are not required to write characters. The research on the
teaching intervention will collect data on L2 learners’ mid semester and end of semester oral and
written test performances; as well as conduct in-depth interviews with a number of students from
different language backgrounds. Interviews will be designed to explore the strategies and techniques
L2 learners used in learning Chinese characters on their own and their opinions on how Chinese
characters could be learned more efficiently in a target language environment such as Taiwan.
Keywords: Chinese characters, reading, writing Chinese characters
Introduction
Teaching Chinese in a Teaching Chinese as a Foreign language environment