CHIN825: Applied Linguistics and
Teaching Chinese as a Second Language
華語文教學與應用語言學
Masters Seminar 碩士班, Spring 2008
Course Objective and Description:
This course investigates the current situation, rising phenomena and Standards Movements that have occurred or will likely take place in the field of Teaching Chinese as a Second/Foreign Language (TCSL/TCFL). We start out with a need analysis as an overview of this particular subject entitled TCSL/TCFL. Current shortages of teaching resource and issues of Chinese textbooks will also be examined. We evaluate debates and issues regarding effective learning, the role of Second Language Acquisition in TCSL, TCSL professional teacher training and distinctions of Chinese Pedagogy, as well as availability of state of the arts—technology, media-enhanced resources in America and beyond. Topics related to Pedagogical Grammar, aspects of Chinese linguistics will be included towards the end of this semester.
Instructor: Hsiu-huei Lin Domizio (Prof. Lin Domizio)
Assistant Professor of Chinese and Chinese Pedagogy, SFSU
M.A., in Applied Linguistics; M. Ed., in Curriculum & Teaching
Ed.D., in Applied Linguistics, Columbia University, New York
Class Hours: Monday 16:10- 18:55 Classroom: Hum 580/LAB 401 HUM Office Hour: Tuesday & Thursday 4-5 PM | Lin Laoshi office 341 HUM
Phone: x83120 | Email: hdomizio@sfsu.edu
Required Text/materials:
; Readers-I: Reading on Teaching Chinese as a Second Language
; Readers-II: Linguistics and Teaching Chinese as a Second Language
; Website Resources: To keep abreast of current developments in the
field of TCSL, an updated course schedule and relevant website links
will be introduced from time to time. Refer to course website with
relevant links: http://online.sfsu.edu/~hdomizio/LinLaoshi
; Course Scholarly BLOG: http://transculturation.org/Chinese825
Grading System:
Course Requirements and Grading System:
1) Class requirement: Before each class, students’ mindful
reflection on assigned reading and solid preparation are
appreciated.
2) Class performance: Based on the scheduled
assignments, two students each week will be responsible
1
for leading of and commenting on the overall discussion
forum in class. Prior arrangement should be made among
students themselves, if switching of a date becomes
necessary.
3) Participant’s individual class performance and progress
of ―the semester project‖ is self-monitored and is also
observed by the instructor. Academic standards and
integrity must be upheld by all members in this class.
We enforce SFSU Policy and Regulations for penalty of
misconduct.
4) Students with exceptional needs should advise the
instructor immediately.
2). Grading system:
1_Pop quizzes and responses on routine
reading assignments on time: 15%
2_Active class participation in class (with professional
courtesy) and forum chair rotation: 15%
; All students are expected to be active members of
class discussions.
; Each student will have at least one or two
opportunities to lead discussion in the seminar.
Sign up will make available by the instructor ASAP.
3_Mid-term project on time & online submission: 30%
; PPT presentation 10 min. in class.
; iLearn submission of ppt and WORD doc before
deadline.
4_Final paper on time & online submission: 40%
; written paper (typed) in Chinese with bibliography
or reference (minimum 10 pages, 12 pt. font,
upload to iLearn before deadline –both WORD
document file, and Powerpoint)
; oral + PPT presentation about10 min. + Q & A 2
min. (in class)
# Semester Project Requirements
Mid-term Paper (a critical review): Each participant in this
course is expected to write a publishable book review or a critical review/response, reflective of your own professional experience on one of the articles we come across before the due date of mid-term. (4-6 pages)
Final Project (a publishable scholarly paper): One of these
three types can be chosen. All students are asked to submit a proposal, project plan with an outline of scheduled tasks to be accomplished.
2
1. Curriculum and Instruction: Design a practical, useful,
tailored-to-your-teaching-needs sample lesson/unit
(accomplished by a student individually) or three lessons/units
(in a small group of two or three students involved) and
demonstrate in your final presentation how you will teach it. 2. Research Project (Paper): Investigate one particular topic/area
of interest pertinent to a need or a problem in the field of
TCSL/TCFL.
3. Experimental/empirical Project: An experimental research
project can be undertaken, if a suitable, practical proposal is
approved by the instructor. e.g., Sequence and styles of story
narration by L2 learners of different background. (discuss with
Professor Lin Domizio if you have ideas.)
Schedule of this course WDATE ISSUE TOPIC K NOTE 1 1/28 ORIENTATION, OVERVIEW, TCSL NEED ANALYSIS BLOG ; Need analysis: current state in TCSL: Survey of MLA
; US National Standards for Video Learning of Foreign (online) Languages K-12 (5C and
performance-based
assessment), Benchmarks
; Curriculum Outline & Instructional
Measures (Cyndy Ning, NFLRC, UH)
2 2/4 Educating and Measuring Performance BLOG By Backward Design Curriculum and Instruction (k-12)
Video ; Understanding by Design (online) (Grant Wiggins) ; Spring Field High School ; IPA (Integrated Performance
Assessment)(Vertical Team) ; 世纪对外汉语教学-陆简
明 (共同讨论)
3 2/11 ISSUES ON TCSL TEXTBOOKS ; Second Language Studies and College-level Chinese- language textbooks in the
U.S.A. - Cyndy Ning (pp. 1-
23)
3
; 高年級教材；蔣冕華？
4 2/18 METHOD, METHODOLOGY in TCSL ; 第二语言教学法主要流派- 刘询；p. 97-114？
; 第二语言习得与语言形式 为中心的结构教学探讨-靳
红刚 (p. 75-85)
Optional
; 关于改革汉字教学与加强
书面汉语教学的几点想法-
吕必松;
汉字快速记忆法-陶锡惠
(pp. 83-101) 5 2/25 SECOND LANGUAGE ACQUISITION
(SLA)
; On observing Second
Language Teaching
+ L2 Learning in the
Classroom (p. 28-67)
; Age and Acquisition (D. Brown)
Is error correction necessary, and if it is, how?
6 3/3 SLA, ERROR & CONSTRASTIVE
ANALYSIS in TCSL
; 古典对比分析及偏誤分析
; 改良式对比分析 (Fred Chen)
7 3/10 ; Mid-term PPT
Presentation-1 (10 minutes
each)
8 3/17 ; Mid-term PPT Presentation-2 (10 minutes
each)
x 3/24 Spring Break x 3/31 Spring Break 9 4/7 APPLIED LINGUISTICS-TOPIC I
--教学语法 (Pedagogical Grammar):
; ―什么‖;―连词介词与跟‖
; 程度副词―很‖和―好‖; ―有‖
的困难度
4
14/14 APPLIEDLINGUISTICS-TOPIC II 0
; 从认知的视角看一些语法
的问题-李英哲
Aspects of Chinese Grammar
from the Cognitive
Perspective (last article, pp.
105-117)
; Cognitive Psychology and
Teaching of Reading
14/21 Cultural Aspects of Language 1
Behavior: Speech Acts Research
; Speech Act Research
(Andrew Cohen)
; 禮貌與文化 (顧曰國)
; 現代漢語委婉語語用策略及語言
形式 (陳俊光;劉怡君)
Template Design for TCSL
14/28 HERITAGE PROGRAMS, BILINGUAL & 2 IMMERSION PROGRAMS:
; Crossing the Bridge: A
Chinese Case (Shuhan Wang,
Asia Society)
; Toward an Identity Theory of
the Development of Chinese
as a Heritage Language
(Agnes He, HL Journal)
Identity issue: a bilingual/multilingual child
15/5 APPLYING TECHNOLOGY IN TCSL 3
; Discovering research-based,
discussion forum
; DIVA; iCAN EXPRESS;
ChinesePod, etc.
; DLI (GLOSS), LANGNET;
; Hybrid; Online Courses
; MERLOT: C & T Online
Evaluation
5/12 FINAL PRESENTATION – I
5/19 FINAL PRESENTATION – II
5
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