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CHINESE LANGUAGE TEACHERS ASSOCIATION–NATIONAL CAPITAL REGION10th Anniversary Symposium 20192019 Saturday, October 19, 2019Susquehanna Hall, University of Maryland, College Park协办机构：马里兰 学孔 学院、乔治·梅森 学孔 学院、乔治·华盛顿 学孔 学院Confucius Institute at UMD, Confucius Institute at George Mason, The GW Confucius Institute
Distinguished GuestsMs. Xinyu Yang (杨新育)Minister Counselor, Education Office of Chinese EmbassyMs. Ying Zou (邹莹)Second Secretary, Education Office of Chinese EmbassyMs. Dottie Li (李铁君)Commissioner, Maryland Governor’s Commission on Asian Pacific American Affairs
Overview8:30AM – 9:00AMRegistration and Breakfast9:00AM – 9:30AMOpening Remarks byMs. Xiaoxia Zhang (张晓霞), President of CLTA-NCRMs. Xinyu Yang (杨新育), Minister Counselor of the Education Office of the Chinese EmbassyMs. Dottie Li (李铁君), Commissioner of the Maryland Governor’s Commission on AsianPacific American AffairsAwards of Excellence in Teaching and Service, presented by current and former presidents ofCLTA-NCRKeynote LecturesSusquehanna Hall, Room 11209:30AM – 10:30AMKeynote 》Chih-p’ing Chou (周质平 师), Princeton University10:30AM – 11:30AMInvited lecture: “We are all in this together: Taking full advantage of AP Chineseto better articulate pre-K to 16 programs”Dali Tan (谭 师), Northern Virginia Community College11:30AM – 12:45PMGroup Photos and LunchIndividual Presentations12:45PM–01:10PMSession 1A, Room 1117 Moderator: M. KongSession 1B, Room 1119 Moderator: H. Liang“Learning to orally produce Mandarin tonal words:Effects of practice distribution on the acquisition andretention of different knowledge types”《浅谈中 沉浸项目的汉字课堂教学》Man Li, George Mason 语注 系统的发展与语 教学》张航, George Washington University“Starting from the May Fourth Movement: Usingauthentic masterpiece and scholarly research inChinese language classrooms”Ye Tian, University of Pennsylvania02:00PM – 02:15PMModerator: H. Dong“About teaching pragmatics in a Chinese languageclassroom, what can a piece of theatrical text inspireus?”Jianfei Chen, George Mason University《新词语、流 以 2016 年春夏季中国主流报纸流 励, Beijing Language and Culture University &University of Maryland Confucius Institute03:05PM – 03:30PM《如何通过“探究式学习”提 学 中 平——以 特许公 学校《中 学校有效教学 为的分析》刘中亚, George Mason University & 希望中 学校Tea Break 茶歇Session 2A, Room 111702:15PM–02:40PM吴怡婷, Baltimore International AcademyWrap-upSession 2B, Room 1119Moderator: D. Tan《实用中 课堂教学小技巧》张 , 哈维中 学校 & Reid Temple ChristianAcademy《美国本 汉语师资培养路径调研报告》翁璇, McDonogh School, Maryland戴静, Meade High School, AACPS梁辉, Centennial High School, MD张晓霞, Baltimore International Academy张瑛, University of Maryland, College Park
林斯顿 ”， “会”指的是“技能”， 懂”其中的结构； 构，却 未必“会”。换句话说，对母语者 ，“技能”未必能转换成“知识”； 对学习者 ，“知识”却 ”与“技能”在汉语教学中统 ，本论 将对这 议题进 分析讨论。发 简介周质平， 1970 年毕业于台北东吴 学中 系，1974 年获台中东海 学中国 学硕 ，1982 年获美国印第安那 学中国 学博 。现任美国普林斯顿 学东亚系教授，普林斯顿暑期中 培训班主任。编写汉语教科书 余种，主要由普林斯顿 学出版社出版。周质平教授致 于中国近现代思想史与晚明 国情缘》( 港，2019);《 由的 物与 ：深情五 志》(台北，1996);《公安派的 学批评及其发展》(台北，1988); Yuan Hung-tao and theKung-an School (Cambridge University Press, 1988); A Pragmatist and His Free Spirit (with Susan Egan) (TheChinese University of Hong Kong, 包括：English Writings of Hu Shi,3 Vols. (Taipei, 1994; Beijing, 2012; Springer Nature, 2014); A Collection of Hu Shih’s Unpublished EnglishEssays and Speeches (Taipei, 退论 集》(台北， 2001)。
We Are All in This Together—Taking Full Advantage of AP Chineseto Better Articulate Pre-K to 16 ProgramsDali Tan 谭 Northern Virginia Community CollegeSeamless articulation of Pre-K to 16 programs has been a persistent challenge to the sustainability andfurther development of the Chinese teaching and learning field. As increasing numbers of school districts useAP Chinese Course and Exam to backward design a well-articulated and sequenced curriculum, it is veryimportant for all Chinese teachers, not just AP teachers, to understand and familiarize themselves with the APChinese. In an important sense, AP Chinese can help all Pre-K to 16 Chinese educators define articulation inwhat students can do in terms of both content and skills, so they all become a part of the vertical team that helpsstudents achieve higher language proficiency and cultural competence. This presentation will introduce thenewly released AP Chinese Course and Exam Description, student samples, and content-specific strategies thatteachers can use in both AP and Pre-AP classrooms.发 简介谭 ， 1982 年毕业于 龙江 学英 系，1985 年获辽宁 学英美 学硕 ，1997 年获美国马 兰 学 较 学博 。现任北弗吉尼亚两年制 学中 括： “攀登 Step Upto AP: Chinese Language, Culture, and Society” (Cengage Learning 2019); “成长 Step Up with Chinese” Volumes 1, 2 and 3 (Cengage Learning 2011; 2013and 2015).谭 博 近年亦发表论 多篇，其中包括 “Pearls of ancient Chinese wisdom for twenty-first-centuryCFL classrooms”, Explorations in Teaching Chinese as a Second Language (Cheng & Tsui, 2018). "Buildingglobal communities: Working together toward intercultural competence", (with Elizabeth Barbour), NECTFLReview, 2017. “The power of pattern stories for Chinese literacy”, (with Helena Curtain), International ChineseLanguage Education (Foreign Language Research and Teaching Press, 2016). “Exploring the potential of highschool homestays as a context for local engagement and negotiation of difference – Americans in China”, (withCeleste Kinginger), Social and cultural aspects of language learning in study abroad (John Benjamins Publishing,2013). “Criteria to guide textbook decisions: Reflections from a classroom teacher and teacher trainer”, TeachingChinese as a foreign language (Nanjing University Press, 2011). “Study abroad in China: Transformation ofstudents’ perspectives on the world and themselves”, Study abroad in the Chinese context (Peking UniversityPress, 2008).
ABSTRACTS OF INDIVIDUAL PRESENTATIONSArranged alphabetically by presenters’ namesAbout teaching pragmatics in a Chinese language classroom:what can a piece of theatrical text inspire us?Jianfei ChenGeorge Mason UniversityThis study aims to explore the pedagogical value of using a theatrical text to teach pragmatics in a Chineselanguage classroom. Discourse analysis is used, from a pragmatic perspective, to discover the strength of thisgenre of literature to provide students with an impressive repertoire of speech acts and ample opportunities formaking or conveying pragmatic meanings. The texts of seven representative modern Chinese plays are analyzedto deconstruct the dialogues of each play, identifying the substance of context beneath the characters’ dialogueand pinpointing the occurrences of flouting rules of pragmatics principles in the dialogues. The identifiedsubstance of context could help structure a lesson plan. The pinpointed utterances that diverge from maximallyefficient communication could serve as the focus of a class discussion to increase students’ awareness ofpragmatic matters in a theatrical text. Additionally, the potential performing function of a theatrical text is alsorevealed, encouraging not only students’ deep interpretation of a play but also the use of a performance forstudents to practice strategies of speech act realization in a classroom setting, which could be a defining featureof teaching pragmatics. The results of the study address the practical issues concerning the use of a theatrical textas a source of pragmatic input; and they imply that in a material-based foreign language classroom, besides literaltopics or linguistic forms, the particular features of this literary text, e.g., its structure, function and style, mayplay an important role in teaching pragmatics.Keywords: teaching pragmatics, use of a theatrical text, pragmatic input, discourse analysisLearning to orally produce Mandarin tonal words:Effects of practice distribution on the acquisition and retention of different knowledge typesMan LiGeorge Mason UniversityThis presentation reports a study that investigated the effects of temporal distribution of practice (a daily schedulevs. a weekly schedule) on the learning and retention of Mandarin tonal word production by native Englishspeaking adults within the theoretical framework of skill acquisition and retention theories. This study focusedon oral production of Mandarin disyllabic words from conceptualization to articulation, which is a complex skillinvolving both declarative knowledge of remembering word-meaning mappings and procedural knowledge inoral articulation. In particular, the study explored whether the effects of practice distribution differ depending onthe type of knowledge to be retained, declarative versus procedural. Participants were 80 native English-speakingadults with no prior knowledge of a tonal language. They were randomly assigned to four experimental conditionsvarying in inter-session interval (ISI) and retention interval (RI): Condition A with a 1-day ISI and a 1-week RI,
Condition B with a 1-day ISI and a 4-week RI, Condition C with a 1-week ISI and a 1-week RI, and ConditionD with a 1-week ISI and a 4-week RI. Participants underwent three training sessions followed by a finalretention test. Results showed that the effects of ISI and RI differed depending on the type of knowledge tobe retained. For the retention of declarative knowledge, RI had a robust effect: the longer the RI, the worsethe retention. Compared to shorter spaced practice schedule (i.e., daily), longer-spaced practice schedule (i.e.,weekly) seemed to improve longer-term retention (4-week RI) of declarative knowledge; however, this ISIeffect was much weaker. For procedural knowledge retention, ISI played an important role, but not RI, and itwas shorter spaced practice schedule (i.e., daily) that had an advantage over longer spaced practice schedule(i.e., weekly). Practical implications of these findings in Chinese as a foreign language instruction will bediscussed.Keywords: distribution of practice, skill acquisition and retention, oral production, Mandarin tones, disyllabic words新词语、流 以 2016 年春夏季中国主流报纸流 语综合类词语为例刘健励Beijing Language and Culture University & University of Maryland Confucius Institute本 以语 监测与研究 站公布的 2016 年春夏季中国主流报纸流 语综合类词语为例分析新词语、流 根据《现代汉语词典》增订第 6 版，《 津英汉汉英词典》、《 络词语词典》所收录的新词语、流 语以及汉语作为 字等级 纲》、《HSK 词汇等级 准，同时选择时段 命 准且 命 较强的词语时不仅要结合学 的汉语 恰当的时机展开新词语教学。中 学校有效教学 为的分析刘中亚George Mason University & 希望中 功与否很 程度上取决于汉语教师们课堂教学 为的有效性。有效的教学 容，还能增加课堂趣味性，减少学 “汉语难”的恐惧 理。教师 素包括教学环境、教学资源、学 汉语 平、学 家庭环境等。有效的教学 为不是 成不变的， 是以学 为中
、因材施教，根据学 的需要灵活调整。本报告基于希望中 学校的教学实践，总结了 些教学 为，以供 理 式、实用教学 法，及教师教学态度三 部分。教学中常见问题的处理 式包括教室布置、学 、特殊 童等；教学 了老师们如何在教学中保持学习的 态。教学中，教师与学 相互影响，所以有效的教学 为增加老师及学 的互动，可以达到师 双向进步的结果。Starting from the May Fourth Movement:Using authentic masterpiece and scholarly research in Chinese language classroomsYe TianUniversity of PennsylvaniaRecent advancement in Chinese language teaching shows that, for advanced and superior level students, studyingChinese is not only about learning the language but also to obtain a holistic knowledge of China. It requiresstudents to understand China’s development as a modern country since the May Fourth Movement from both ahistorical and a rational perspective. This presentation will exemplify the effectiveness and limitations of twoapproaches that present China for students by using authentic masterpieces and scholarly research articles. Twotextbooks that compiled by faculty members at an Ivy League university based on these two approaches will alsobe reviewed. The first textbook that designed for advanced level learners introduces authentic articles written bythe most influential authors in 20th century, such as 胡适, 鲁迅, 张爱玲, 泽东, 陈若曦, 刘震云, 六六, and 韩寒.It represents the major developments of China since the May Fourth Movement and their influences oncontemporary China. All the text in the second textbook that is designed for superior level learners are written inChinese by the leading scholars in East Asian studies at Harvard University, such as Peter Bol, Mark Elliott,Shigehisa Kuriyama, Wai-yee Li, Stephen Owen, Michael Szonyi, Eugene Y. Wang, and Xiaofei Tian. Thistextbook introduces China’s religion, literature, history, national identity, politics, and arts from the perspectiveof scholarly research. Pedagogical considerations will also be discussed in combining Formal Register (正式语体) with these two approaches, which is another key to success for students at advanced and superior level.Keywords: Authentic Masterpiece, Scholarly Research, Formal Register
美国本 汉语师资培养路径调研报告翁璇, McDonogh School, Maryland戴静, Meade High School, AACPS梁辉, Centennial High School, MD张晓霞, Baltimore International Academy张瑛, University of Maryland, College Park近年来，美国的教育 外语教师结合 纲进 教学却都提出了普遍要求。 华府中 ，让美国更多的中 技巧，提 自身素质，帮助 目标，我们从今年 月开始在全美国进 了“美国本 们进 了问卷设计与数据收集。从 2019 年 1 月份到 5 月份共收到有效调查问卷 345 份。参与调研的中 教师来自全美 35 ，我们分别进 ，本次调研，是我们 华府中 教师学会对在美国中 的 我们深刻感受到了美国本 汉语教师们对中 教学的热情和投 ，也了解到了他们对适合当下美国学 的中 讨论和建议。浅谈中 e International Academy目前， 循“随 识字，语 律。汉字作为 种表意 字，不同于英语这样的表音 字； 童学习汉字的规律，和 家 起分析沉浸式中 项目的汉字教学特点；分享 之有效的汉字课堂教学技巧；并进 步探讨“语”“ ”教学不同步的教学思路。
orge Washington University本 展概况，以及汉语拼音 有效地汉语 教学任务。其次，报告对近年来业内 泛使用的 本初级汉语教科书的语音教学内容进 容和 如何进 调” 教学和 “打字” 声调，使教学效果更好? 2、语音教学不是孤立的 (与其他汉语教学要素互相影响), 如何在整体的课程设计中合理借 、使语音教学效率更 用中 课堂教学小技巧张 哈维中 学校 和 Reid Temple Christian Academy教育 理学家布鲁姆曾经说过，学 学习好的先决条件有两个：第 程的学习习惯; 第 是学习兴趣和自信 。培养良好的学习习惯和兴趣是幼 在中 课堂教学小技巧》和您 起探讨如何让枯燥的中 学习变得有趣，让幼 知识并且运用到现实 活中。如何通过“探究式学习”提 学 中 平 ——以 在中 沉浸式教学中进 习”提 学 的中 ，钟老师将以 分享以下内容：1. 如何用探究周期 （Inquiry Cycle）来指导单元的设计。2. 的主观能动性，让他们成为教学的中 并主导学习的 向。3. 如何把学科知识的学习当作中 学习的载体。4. 如何帮助学 提 发现问题、提出问题和解决问题的能 。
We would like to thank the following sponsors for their support of this event.马里兰 学孔 学院 Confucius Institute at fucius-institute-maryland乔治·梅森 学孔 学院Confucius Institute at Masonhttps://confucius.gmu.edu/乔治·华盛顿 学孔 学院 The GW Confucius 语 学出版社北美分社http://www.blcup.comReal China Grouphttps://www.realchinagroup.comCheng & Tsui Companyhttps://www.cheng-tsui.com
We appreciate your support in the past ease visit us at https://www.clta-ncr.org请访问我们的网站 https://www.clta-ncr.orgCLTA-NCR 大华府中文教师学会October 2019
Condition B with a 1-day ISI and a 4-week RI, Condition C with a 1-week ISI and a 1-week RI, and Condition D with a 1-week ISI and a 4-week RI. Participants underwent three training sessions followed by a final retention test. Results showed that the effects of ISI and RI di
