Band 7, Heft 2 -

In L2 Chinese vocabulary instruction, the most conventional method of teaching is to present the new character, its English translation, and pinyin as a pronunciation guide to the segmental and tonal information. In this study focusing on tone formats and the presence of a phonetic radical, we investigated how these two aspects could impact tone acquisition. In the experiment, L2 Chinese participants of three proficiency levels learned 24 unfamiliar words, passed a criterion test with 90 % correctness, and completed a tone perception and production task. The results showed that the learners perceived and produced tones significantly better when characters were shown with tone diacritics and when the phonetic radical was reliable. The presence of pinyin with tone number did not facilitate tone acquisition more than the condition where pinyin was unavailable. The learners’ proficiency levels, only affecting the number of learning sessions required to pass the criterion test, did not correlate with their tone performance.

This exploratory study examined the writings of a small group of learners enrolled in intermediate CFL classes at two U.S. universities and attempted to profile these learners’ writing development over five months. It collected data through both in-class timed essays and out-of-class writing assignments and analyzed them in terms of overall rating and a variety of writing measures (i.e., fluency, accuracy, complexity, content, and organization). The results showed negligible improvement in these learners’ overall writing proficiency at the end of the observation period and revealed a non-linear trend of development of their writing competence over time. In addition, the analysis of the learners’ writing profile as well as the errors committed in their writings provided new insights into the promotion of L2 writing skills in CFL classrooms.

Drawing upon the frequency effect and the noticing hypothesis in language acquisition, input flood treatment was introduced to second language instruction involving artificially increased incidence of the target items in the audio or visual texts that learners are exposed to, with the expectation that this artificial increase will aid learners in noticing and then acquiring the form. Targeting at Chinese notional passive construction (NPC), the present study employs pre-post testing to assess the effect of input flood, and employs think-aloud protocol (including source attributions) analysis during the posttest to detect participants’ awareness of the linguistic knowledge underlying their choices. Results from experiment 1 show that in comparison with the marked 被 bèi construction (BEIC), NPC is extremely difficult to be noticed in incidental exposure, rendering the input flood treatment helpless in participants’ acquisition of NPC. However, it is found in experiment 2 that the effect of input flood can be elicited with a little amount of explicit instruction, which is indicative of an indispensable role of explicit instruction in teaching non-salient language forms. Besides, the linguistic knowledge demonstrated by participants regarding the selectional constraints between NPC and BEIC is primarily unconscious and is inherent among intermediate and advanced Chinese learners.

提要： 并列关系定语是多项定语中特殊的一类，可以是词并列、短语并列以及词和短语混合并列。并列关系定语的各并列项之间可以是无标记的，也可以通过标点、连词、副词、连词副词同现以及多项连接方式共现等方式进行并列。定语标记词 “的” 的隐现与各并列项的性质、并列关系定语的语义等有密切的联系，总体上倾向于使用 “的” ，进行强调时会在每一个并列项后都使用 “的”。并列关系定语的排序原则比较多样，总体使用倾向为：逻辑关系原则＞显著性原则＞重要性原则＞形式原则＞约定俗成原则＞时间先后原则＞熟悉程度原则＞对应原则＞文化原则＞立足点原则、语序自由＞多项原则＞空间原则。语义重心在后占有一定优势。

提要： 会话分析（Conversation Analysis）的研究对象是人们的交际活动，包括日常的会话和机构性交谈。课堂教学是机构性交谈的一种，因此从会话分析创立之初，就有研究者按照会话分析的理论和方法来对课堂交流进行研究。本文从课堂交互研究和课堂学习研究两个方面概述了会话分析路向的课堂教学研究，包括主要的课题及其成果。在课堂交互活动研究方面，研究者从话轮转换、序列结构、会话补救三个方面深入挖掘课堂交互活动的特点。早期的一些研究较多关注于教师主导的课堂活动，描述教师在话轮分配上的主导地位；新近的研究开始关注其他类型的课堂活动或教师主导的课堂中其他类型的活动中的话轮替换形式。在课堂教学活动序列结构方面，会话分析路向的课堂研究显示了它微观分析的优势，细致而深入地描述 IRE 在课堂教学中的具体实现过程，准确地描写了后续话轮的作用。纠正学生的错误是课堂教学中的重要一环，会话分析路向的课堂研究表明，把课堂教学中的补救或纠错与日常会话的补救做简单的对比是不恰当的。课堂的补救行为跟 IRE 序列有密切的关联，并且研究还发现课堂上的补救行为与课堂教学环境有很大关联，跟课堂教学中不同阶段的特定教学目标密切相关。此外，会话分析路向的习得研究在很多方面丰富和补充了已有的第二语言习得研究。它最大的优势在于利用真实的语料来揭示学习者的理解和学习是否、何时、怎样、为什么产生。同时由于会话分析导向的习得研究把学习看作是一种社会交流活动，突破了大多数 SLA 研究把学习当作是个体认知活动的局限。我们认为，会话分析注重真实语料以及交互者视角的特点给汉语作为第二语言的课堂研究提供了有益的借鉴。

提要： 互联网是进行对外汉语教学的重要工具和手段，将互联网同传统对外汉语教学相结合，对探索 “互联网+对外汉语教学” 的创新模式，适应当代汉语国际推广要求有重要的推动作用，同时也符合国家推广互联网+教育的重要战略方针。本文从对外汉语教学方法革新的角度，剖析互联网方针指引下，对外汉语教学模式的创新形式。文章主要以太原理工大学的留学生和太原理工大学国际教育交流学院的对外汉语教师为研究对象，探析互联网对留学生汉语学习以及对汉语教师日常教学的影响，并对 “互联网+” 背景下对外汉语教学模式的发展进行探索和思考，从而为培养高质量、高水平的对外汉语教学人才提供教学方法方面的参考。