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Lecture Series

UC Berkeley Chinese Language Pedagogy Lecture Series
DATE:Tuesday, November 24, 2009, 4:00 PM to 6:00 PM
PLACE:B-4 Dwinelle Hall, UC Berkeley
SPONSORS:Center for Chinese Studies
Department of East Asian Languages and Cultures
Cultural Division, Taipei Economic and Culture Office in San Francisco
National Center for K-16 Chinese Language Pedagogy
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DESCRIPTION: Lecture will be conducted in Chinese. Topics covered: "Chinese Parts of Speech and Pedagogical Efficiency" and "Chinese Phonetic Pedagogy-Teaching, Error Correcting & Reinforcement."

Chinese Parts of Speech and Pedagogical Efficiency (漢語詞類與教學效益)

如何根絕學習者偏誤(errors)是教師最關切的議題,漢語沿襲印歐語言分類系統數十年,導致偏誤層出不窮。針對漢語特性而建構的詞類體系,即能及時根絕偏誤。本報告藉由本校教學實踐來證實與分享鄧守信教授(2005)所建構的漢語詞類(Parts of Speech)教學語法(Pedagogical Grammar)的可操作性。

Chinese Phonetic Pedagogy-Teaching, Error Correcting & Reinforcement (漢語語音教學、糾偏與鞏固)

介紹以英語母語人士為對象的新的漢語發音原則及聲調音位的可辨特徵,幫助學生快速而精確地掌握漢語發音及聽辨。並以《中文聽說讀寫》為例,示範漢語發音入門教學、語音聲調學習難點之偏誤糾正以及中高級程度學習者發音語調之鞏固。
Chinese Instruction and Grammar Learning
SPEAKER:Chaofen Sun (孙朝奋教授), Professor and Director, Center for East Asian Studies, Stanford University
DATE:Saturday, April 4, 2009
PLACE:Dwinelle Hall, UC Berkeley
SPONSORS:National Center for Chinese Language Pedagogy
Center for Chinese Studies
East Asian Languages and Cultures
DESCRIPTION:成年人学习汉语,必须学习汉语语法。但是汉语课堂不是语法课堂,大部分课堂时间应该以学生练习活动为主,语法讲解要三言两语解决问题。可是要做到这一点,汉语教师首先必须懂语法,才能做到深入浅出地教学生准确地理解一些汉语语法点。语法讲解可以与真实材料相结合,如用流行歌曲和名人语录来点穿语法点的奥妙,使学生很快就能理解某语法点。此次讲座将使用邓丽君的歌“甜蜜蜜”和两条相关的毛泽东语录来讲解汉语常用方位词比较复杂的用法。崔希亮(2001)说汉语表示空间方位关系有方位结构(如桌子上、汽车旁边)、命名性处所词(如公园、八达岭)、“在”+方位结构(如在桌子上)、和“在”+命名性处所词(如在公园)。但是现行的汉语课本有关的讲解大都讲得不全面,更有许多错误的说法。此次讲座还将讨论汉语学生需要知道多少语法,老师需要知道多少语法才能立于不败之地、无往不胜。
The State of the Chinese Lexicon in the Recent Era: 新时期的汉语词汇状况
SPEAKER:Shi Dingguo (石定果), Professor, Humanities Institute, Beijing Languages University (北京语言大学人文学院教授)
DATE:Wednesday, November 19, 2008, 4:00 pm
PLACE:33 Dwinelle Hall, UC Berkeley
SPONSORS:National Center for Chinese Language Pedagogy
Center for Chinese Studies
East Asian Languages and Cultures
DESCRIPTION:一. 现代汉语词汇概况

二. 新时期以来汉语词汇的发展

三. 现代汉语词语的流通度

四. 现代汉语词汇的整理与规范

  词汇是与时俱进的,最及时地反映出现实社会的变化与人民心态的变化。新时期,即改革开放以来的三十年间,中国超常规的跨越式发展,所获得的成就以及所存在的问题,都可借由汉语词汇的种种新现象来考察。而且,这些新现象也使得汉语充满生生不息的活力。
Curriculum Design and Objectives of Chinese Language Pedagogy:
汉语教学的目的与教材编写
SPEAKER:Li Xiaoqi (李晓琪), Director, International College for Chinese Language Studies, Peking University (对外汉语教育学院院长)
DATE:Wednesday, November 5, 2008, 4:00 pm
PLACE:33 Dwinelle Hall, UC Berkeley
SPONSORS:National Center for Chinese Language Pedagogy
Center for Chinese Studies
East Asian Languages and Cultures
DESCRIPTION:从理论上来说,二语教学的目的与教学法之间有着密切的联系,不同的教学目的又会受到不同的教学法的影响和制约,而教学法的产生和发展又直接影响到教学目的和二语学习教材的编写,汉语教学发展的过程印证了这种规律。

本讲座在回顾二语教学法的基础之上,重点讨论在汉语教学大发展的今天,任务型教学法对教材编写的影响以及系列商务汉语教材编写情况介绍。
Y.R. Chao's Teaching Tradition and New Developments in Teaching Chinese as a Second Language — 赵元任的教学传统与汉语教学的新发展
SPEAKER:Shengli Feng (馮勝利), Professor, East Asian Languages and Civilizations, Harvard University
DATE:Wednesday, March 12, 2008, 4:00 pm
PLACE:130 Dwinelle Hall, UC Berkeley
SPONSORS:National Center for Chinese Language Pedagogy
Center for Chinese Studies
East Asian Languages and Cultures
DESCRIPTION:提要:本讲首先介绍赵元任先生奠定的海外汉语教学的传统和模式,然后通过Ullman 提出的人脑及语言习得模式,讨论海外汉语教学的一般原则和实践。最后,根据赵氏

和Ullman的原则以及我们自己的实践,提出:(1)海外汉语教学的基本原则当以能否带来或产生更大的 "训练效果 (Practice Effects)" 为准则,(2)近来发展的“结构功能

教学法”—— 每一结构均有功能,每种功能皆有结构。语言教学,必须两兼而不能偏废。分三个题目讲述:
一、海外汉语教学的哈佛传统
二、神经语言学研究的新成果
三、理论指导下的基本原则(外语教学的基本原则和结构功能教学观)

This talk discusses basic principles and practices of teaching Chinese as a foreign language (TCFL) in the United States, based on the pedagogical model developed by Y. R. Chao in the 40's, and the Declarative/Procedural model discovered recently by Ullman (2001). It is shown that Y.R. Chao's teaching principles are solidly confirmed by recent studies of neurosciences and that Practice Effects must be taken as an ultimate criterion, by which all L2 theories and practices are examined and evaluated not only for Teaching Chinese as a Foreign Language but also for L2 teaching of all human languages. More specifically, I will elaborate on some important issues in the field, including (1) the northern American tradition of Direct Method established by Professor Yuen Ren Chao, (2) the Neuroscience-based evidence for Yuenren-Tradition, and (3) some empirical principles and results derived from the "structural-function approach" developed recently. Finally, it is argued that no matter how the L2 theories are formed, drilling always goes first.