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Whenwhen,When

    When

May2008,Volume5,No.5(SerialN.!

    US.ChinaEducationReview,ISSN1548-6613,USA

    ;Whena”m0derIl,’Chinesemeets”traditional’’Americanclasses

    ;JIANGGui-ying

    ;(CollegeofForeignLanguagesandCultures,XiamenUniversit3;XiamenFujian361005,China)

    ;Abstract:WhileChinahascertainlytakenagreatstrideinEnglishteachingandlearningsinceitsopening

    ;uDpolicyabout30yearsago,there’snodenyingthefactthatalotofconcomitantproblemsoccurduringItS

    ;development.Thispaperexploresintotwoofthehotissuesnowadaysandpresentstheauthor’sownexperiences

    ;intwostrikinglydifferentclassroomsinChinaandtheUnitedStates,andhencesomereflectionsonhowtobe

    ;rationalinutilizingmultimediaaidsaswellasresearchonbasictheories.

    ;Keywords:multimediateachingaids;basictheory;utilitarianapproach

    ;Thirtyyears’involvementinEnglishlearningandteaching,IhavewitnessedthedevelopmentofEnglish

    ;teachinginChinasince1979.Whiletherecertainlyisdramaticprogressinlotsofthings,andit’snodoubtthat

    ;someproblemsstillexistednowadays.Afterayear’sstudyintheDepartmentofLinguisticsatUCBerkeleyasa

    ;visitingscholar.I’mnowbacktoChineseplatformdeskandcan’thelpexaminingourownclasseswithfresheyes.

    ;ComparingtheclassroomsofChineseandBerkeley,Ihavetheimpressionthat,whilewemostlytakeitfor

    ;grantedthatAmericanclassesaremodernbyallmeans,theyactuallykeepupthetraditionalbutessentialmeans

    ;ofteaching.Ontheotherhand,we’regoingevenfurtheraheadintermsofmoderntechnology,especially

    ;computer—assistedlanguageteaching.1wonderwhetherwe’redroppingsomeessentialandindispensable

    ;traditions.Twothingsarestrikinglyimpressive.

    ;1.Towardsmulti-mediateachingaids

    ;OnBerkeleycampus,aslongasyouareinalibraryorinanypublicoffice,youcanhaveeasyaccessto

    ;computer,andwithanassignedID,youcanchoosetoserforstrollonthenetfreely.Forme,themostfantastic

    ;thingisthatIcandownloadasmanyeresourcesas1wishforfree.Thisaccessibilityobvio

uslyprovidesthe

    ;facultyandstudentsgreatconvenienceforresearchwork.

    ;Ontheotherhand,whenyouwalkintoDwinelleHallorWheelerHall,youwillfindalotofroomsplainly

    ;furnished,somewitharoundtableandsomechairs.Othersonlywithchairsattachedwithasmallboardonthe

    handsidefornote-taking,randomlyscatteringaroundtheroom.Theseareseminarr;right

    ooms.Themoment1

    ;walkintosucharoom,Ifeelatease.Withallpeoplesittingaroundthetable,or,inachairwithoutadeskto

    ;screenyoufromothersintheroom.orevenonthebarefloorifyoucomeinabit1ate——such

    asettingwilleasily

    ;setyoufreefromanyrestraint.Youfeelfreetoexpressyouropinion,argueagainstothersandcometothe

    ;chalkboardtoclarifyyourpointsanytimeifthereneedbe.Suchfacetofacedialogueso

    nanequalfootingwith

    ;theprofessorsinspireideasforal1.

    ;Thispaperispartofmyresearchworkonthegrantprojecttitled’’LanguageEconomicsandChina’sEnglishEducation”supposed

    ;byChineseMinistryofEducation(No.06JA790095).

    ;JIANGGuiying,Ph.D.ofEconomics,associateprofessor,CollegeofForeignLanguagesandCultures,XiamenUniversity;

    ;researchfields:appliedlinguistics;publiceconomics;languageeconomics. ;60

    ;

    ;Whena”modern’’Chinesemeets”traditional”Americanclasses

    ;BacktotheclassroomsinChinesecampus,everyclassroomintheuniversityiswellequippedwithmodem

    ;multimediafacilities,andthestudentssitsquarelyintheorderlylineddesksandchairs.Standingorsittingona

    ;platformdeskequippedwithallkindsofmultimediastuff,Ifeelsegregatedfrommystude

    nts.Withvarious

    ;readymadeeversionteachingplans.ateacherisalwaysanoperator.Lackofinteractioninclassroomsshouldat

    ;leastinpartbeowedtotheelectronicfencesettingtheteacherandthestudentsapart. ;Insomeeyes,Imaybecallingforarevivaloftheoutdatedmeansofteaching.ButwhatIaspiretoisblurring

    ;thetraditionalclear-cutrolesoftheprofessorsandthestudents,soastostirupthesleepingoriginalityinallminds

    ;andbringthefleshideasintofullplay.

    ;2.Oppositeattitudestowardsbasictheory

    ;InBerkeley,bothprofessorsandstudentsaredevotedtothepursuitofbasictheory.Whiletheypresenttothe

    ;worldthemostproductiveaspectsoftheirwork,mostoftheirdailyresearchliesintheirassid

uouspursuitof

    ;breakthroughsinthebasictheory.

    ;AtagraduateseminarcourseofsemanticsgivenbyGeorgeLakoff(afamouspersonincognitivelinguistics),

    ;thereisakeynotespeaker(generallythegraduates,sometimesvisitingprofessors)tobringupatopiconwhich

    ;he/shehasdonesomepreviousresearchforeachclass.Thistime,it’sturntoEllen.Ellenisadoctoralcandidate

    ;workingonherdoctoraldissertationonflame.

    ;FollowingupGeorge’sbriefintroductionoftheconceptofflame,Ellentakesovertheclasswithasimple

    ;sentence”Jackwalkedintotheroom”onthechalkboard.Morethan10graduatesorscholarsintheroombeginto

    ;rackingtheirbrainsforallkindsofpossibleframingofthesentenceandthelike.Heateddiscussions,violent

    ;debates,exaggeratinggestures,tryingtoexplain”ahamburgerwalkedintotheroom”,etc.Nooneeverfeelsdul1.

    ;Nooneeverdoubtsthesignificanceofsuchadiscussion.Itmovesonandonuntil7p.m.attheendoftheclass,

    ;twoorthreeofthemstillintheupliftedmoodofarguingabout”Jackwalkedintothewall”andstuff.

    ;BacktothegraduatecourseofsemanticsI’mgivinghereinChina.whenI’mdeepinsomeabstracttheory

    ;andtrytogetthestudentsinvolved,suchquestionas,”what’stheuseofit”willoftencomeoutrightbeforeme.

    ;Mostly,Icanshowthemhowcertaintheorycanbepracticalinonewayoranother,butsometimesI’mleftdumb

    ;onthespot.YetinChina,thisutilitarianapproachisbynomeansexceptiona1.Thissmallquestion,whichhas

    ;almostbecomeacatchphraseonouruniversitycampus,actuallyreflectstheideologyofawholegeneration,who

    ;claimthemselvesanother”lostgeneration”,lostininformationexplosionandlostinimpetuousness.Ifsucha

    ;questionweretobeaskedinBerkeley,mostoftheclassestherewouldbedeserted.Butconsideringthe

    ;atmosphereatthebrainstormingperiod,Icanliterallyfeeltheinspirationsparklingamongthecrowdhereand

    ;there,attimesgeneratingaroaroflaughterandatmosttimesthoughtprovoking.

    ;Theeffectofsuchaclassisobvious.IneverybookwrittenbyGeorgeLakoff,heacknowledgesatleastsome

    ;partofittobeinspiredbystudentsinclass.AccordingtoYaoYao,agroupmemberoftheFrameNet,indefining

    ;thepossibleframesofthelexicalunitscollectedinthedictionary,brainstormingamongthefacultyandstudents

;hasplayedasignificantrole.

    ;InanotherseminarchairedbyRussel,anotherdoctoralcandidate,hestartswithtwosentences:

    ;(1)DidItellyouwritingadissertationiseasy?

    ;AnonlinedictionaryiscompiledbyagroupofBerkeleylinguistsandstudentsledbyCharlesFillmore.Seehttp://www.icsi.

    ;berkeley.edu/~framenet/fordetail.

    ;61

    ;

    ;Whena”modern’’Chinesemeets’’traditional’’Americanclasses

    ;(2)WhathasSameverdoneforJohn?

    ;Weimmediatelyrealizethathe’sgoingtotalkaboutrhetoricquestions.WhenRusselstartsoutwitha

    ;distinctionamongdifferentkindsofrhetoricalquestions,Georgesuggestscategorizingthemintopolarity(yesno)

    ;questionsandwhquestions.Thenthebrainstormingbegins.Everyonecontributessomethingoriginal,notonly

    ;aboutEnglish,butalsoChinese,Spanish,Germanandetc.Thediscussiononthepolarityquestionthat”Is

    ;eVeryOne/anyOnefamiliarwithmetaphor?”isespeciallyfruitfulwhenwecometoanalyzetheeffectofrhetorical

    ;questionsbyfindingoutthedegreeofquestioner’sassumption,assumptionexpectedandthemostinformative

    ;answer.Againthediscussiongoesonheatedlythroughouttheseminar,withspeakersofdifferentlanguagestrying

    ;tothesameparadigmontheirownlanguagestoproveordisprovethepoints.Newquestionsandnewfindings

    ;keepcomingup.

    ;WhenGeorgetriestomakeaconclusionattheendoftheseminar,hedoesn’tseemtobeconvi

    ncingenough.

    ;Butthat’stheverycharmofsuchaclass.Ifeverytheoryisboundupwithafixedone.thentherewillbelittle

    ;roomfordevelopment.It’stheveryopennessthatfascinatespeopleandleavesunlimitedspaceforfurther

    ;exploration.

    ;References:

    ;Lakoff,Gf2005).,zlecturesincognitivelinguistics.Beijing:BeihangUniversity. ;Lakoif,Gf2006).Whosefreedom?PbattleoverAmericamostimportantidea.NewYork:Farrar,StrausandGirous.

    ;Lakoif,G&JohnsonM.(1999).Philosophyintheesh:PembodiedmindanditschallengetoWesternthought.NewYork:Basic

    ;Books.

    ;(EditedbyLilyandVictoria)

    ;(continuedfromPage53)

;YEJun-jie.(2006).Perceivedsocialsuppo~,enactedsocialsuppo~anddepressioninasam

    pleofcollegestudents.Psychological

    ;Science,29(5),11411143.

    ;ZHANGJinfu.(1998).Aninvestigationonthecharacteristicofpersonalizingvalueforli

    feforChineseuniversitystudent.

    ;PsychologicalDevelopmentandEducation,2,2631.

    ;ZHANGLin,CHEWen—bo&LIBing.(2005).Aresearchoncollegestudents’copingstylesofpsychologicalstress.Psychological

    ;Science,28(1),36-41.

    ;ZHANGShanshan&MENGQing-mao.f20o4).Collegestudents’careerdecision.makinglocusofcontrol:Thestructureand

    ;actuality.PchologicalDevelopmentandEducation,3,3236

    ;ZHANGRisheng&YUANLimin.f2004).Researchontherelationshipbetweenforeignlanguageanxiety,self-efficacyand

    ;Englishperformance.PsychologicalDevelopmentandEducation,3,5561.

    ;ZHANGRisheng,CHENShunsen&KOUYan.(2003).Astudyonthecharacteristicsofsandplayproductionsoflonely

    1085. ;undergraduatestudents.PsychologicalScience,26(6),1082

    ;ZHANGJianfeng,CENGuozhen.(2006).ThevaluesofcareamongcollegestudentsinChina:Astudyofpersonaltraits.

    ;PsychologicalScience,29(6),13171319.

    ;ZHAOJunfeng,YUANYi&SHIBaoguo.(2oo5).Thedevelopmentofundergraduates’learningstrategies.Psychological

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    ;(EditedbyLeeandVictoria)

    ;

    ;

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