Chinese as a Second Language. The journal of the Chinese Language Teachers Association, USA - Volume 56, Issue 1, 2021

抽象的

在过去25年中，台湾对外汉语教学研究主要借鉴英语教学研究的方法，着重于开发教学策略。本文整理台湾对外汉语教学的发展后，透过分析台湾当前对外汉语教学师资和学会年会论文，来观察台湾对外汉语教学研究现状，并讨论台湾对外汉语教学学科面临的挑战。台湾对外汉语教学研究以“教学应用为大宗”，且研究仍偏向实务性强并用于课堂实践的“教学策略/技巧”之探索。相对于“教学应用”，“汉语语言本体”，“二语习得与认知”之研究显得较少，这部分反映了华语教学研究本身跨领域的性质，以及华语教学事业本身尚未获得学术独立性。

Abstract

As a partial replication of Tagashira, Kida, and Hoshino (2010), the present study examined first language (L1) translation familiarity effect on second language (L2) antonym acquisition among English-speaking intermediate-level Chinese learners. Fifteen students learned 15 antonymous pairs with familiar or unfamiliar L1 translations and completed two multiple-choice posttests. Their learning strategies were also collected. Results showed (a) a delayed L1 familiarity effect, (b) better retention and lower interference of L2 pairs with familiar L1 translations, (c) low retention of L2 pairs with unfamiliar L1 translations for both words, and (d) more orthographic elaboration strategies employed. The findings suggest that L2 instructors present antonyms in pairs, avoid providing a single, unfamiliar L1 translation, and encourage the use of orthographic elaboration strategies.

Abstract

This qualitative study gives an emic account of the experiences of adult L2 learners studying Chinese characters. Using semi-structured interviews and written journals of Americans who have spent time in China, the study uncovers core experiences and common patterns, giving voice to the holistic experience of learners, including affective aspects. The results of the study show that the very complexity of Chinese characters simultaneously attracts and deters learners. Learners experience an ever-growing realization of deeper complexity and greater volume. The struggling that ensues compels learners to actively find strategies to enable them to remain afloat in the learning process: (1) breaking down the complexity, (2) managing the incoming volume, (3) finding satisfaction in using the learning, (4) leading their own learning, (5) making use of resources, and (6) maintaining their learning. Findings from this study suggest practical applications for both L2 learners and teachers of Chinese characters.

This article reviews The Third Space and Chinese Language Pedagogy: Negotiating Intentions and Expectations in Another Culture9780367364281

This article reviews Perform Chun Cao: A Multimedia Advanced Chinese Course9780874153958978–7–5213–1174–7