2017 European Chinese Language Teaching …...2017 European Chinese Language Teaching Conference 4...

European Chinese Language Teachingfrom an International Perspective

2017 European Chinese Language Teaching Conference

5th – 6th July, 2017St Catherine’s College, University of Oxford

Welcome 欢迎辞Dear delegate,

We are delighted to welcome you to the 2017 European Chinese Language Teaching Conference!

Previous conferences at the University of Bath and the University of Nottingham have been highly successful, and we very much hope that you enjoy this year’s conference. There are a range of international speakers, not only from China, the UK and Europe but also from the USA and Singapore, bringing fresh perspectives to Chinese language teaching in Europe. Through the active participation of CLT teachers in our call for papers for the conference, we have aimed to broaden the academic exchanges amongst the delegates.

Publishing is one of the distinctive features of this conference. With the Confucius Institute at Oxford Brookes University as a bridge, we are aiming to explore a new model for the integration of Chinese language teaching, learning, research and publishing, and accelerate progress in the fields of CLT resource development and best practice in teaching. We believe that the conference will contribute to our understanding of the theoretical frameworks in CLT, and that everyone will benefit from networking and informal discussions with fellow delegates.

Enjoy your stay in Oxford!

With best wishes,

Confucius Institute Headquarters (Hanban)

Confucius Institute at Oxford Brookes University

Foreign Language Teaching and Research Press

Macmillan Education

尊敬的各位代表：

欢迎您来牛津参加2017年欧洲汉语教学研讨会。

在您的大力支持下，过去两届会议在巴斯大学和诺丁汉

大学获得了极大的成功。今年我们尝试了一些改变，研

讨会将以更新的面貌呈现给您。

本次会议的发言人突破了欧洲的地缘范围，有来自中

国、美国、新加坡等国家的专家和发言人参与，希望

这一变化能从不同的视角给欧洲汉语教学带来更多的

启示。

我们还首次尝试了论文招募机制，并获得了广大老师

的热情参与，为一线老师们提供了更广阔的学术交流

平台。

出版也是本次研讨会的鲜明特色，我们希望以牛津孔子

学院为桥梁，通过中英出版界的密切合作，思考并探索

国际汉语教、学、研及出版相结合的新模式，推动汉语

教学教材建设、教学标准研发等领域的切实进步。

希望欧洲汉语教学研讨会能够为您的教学理论提升、教

学实践交流、学术资源积累带来收获。

祝您在牛津参会愉快！

孔子学院总部/国家汉办

牛津孔子学院

外语教学与研究出版社

麦克米伦教育

我们衷心感谢以下公司对本次欧洲汉语教学研讨会的大

力支持：

The organisers would like to thank the following organisations for the generous support of the European Chinese Language Teaching Conference:


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主办单位孔子学院总部/国家汉办

孔子学院总部/国家汉办是中国教育部直属事业单位，致力于

为世界各国提供汉语言文化的教学资源和服务，最大限度地

满足海外汉语学习者的需求，为携手发展多元文化，共同建

设和谐世界做贡献。

承办单位牛津孔子学院

牛津孔子学院于2015年9月19日获得孔子学院总部/国家汉

办批准成立，共建单位为英国牛津布鲁克斯大学和中国外语

教学与研究出版社。除了履行孔子学院的常规职能，牛津孔

子学院还整合双方的出版优势资源，致力于建设具有出版特

色的孔子学院。

外语教学与研究出版社

外语教学与研究出版社（外研社）是中国最大的外语出版社

和大学出版社，正在实现从出版商向综合教育服务提供商的

转型。外研社具有语言出版的优势以及对中国与世界文化的

深刻理解，为国际汉语教学以及向世界推介中国提供全面的

解决方案。

麦克米伦教育

作为施普林格·自然旗下公司，麦克米伦教育是全球领先的

英语教材和课程资料出版商之一，拥有170多年的出版经验，

业务遍及全球。其语言学习、高等教育和学校业务致力于为

全世界130多个国家的中小学、高等院校和数百万语言学习者

提供各类优质的印刷和数字出版物。麦克米伦教育和外研社

有近二十年的伙伴关系，合作出版的《新标准英语》系列教

材将先进的教学理念引入中国的英语教育；《走遍中国》亦成

为国际领先的交际法汉语学习教材。

Host

Confucius Institute Headquarters (Hanban)

Confucius Institute Headquarters (Hanban) is committed to providing Chinese language and cultural teaching resources and services worldwide, and meeting the demands of foreign Chinese learners and contributing to the development of multiculturalism and the building of a harmonious world.

Co-organisers

Confucius Institute at Oxford Brookes University

On 19th September 2015, the Confucius Institute at Oxford Brookes University was approved by the Confucius Institute Headquarters (Hanban) in partnership with the Foreign Language Teaching and Research Press (FLTRP) in China. Apart from the common aims, our CI uniquely concentrates on publishing, an area in which Oxford Brookes University enjoys an international reputation.

Foreign Language Teaching and Research Press

The Foreign Language Teaching and Research Press (FLTRP) has been the largest foreign languages publisher and university press in China, ranking 3rd in sales turnover among all the publishing houses in China. With a special strength in languages and deep understanding of Chinese and other cultures, FLTRP is well positioned to facilitate Chinese language teaching and learning and tell Chinese stories to the world.

Macmillan Education

As part of the newly formed company Springer Nature, Macmillan Education is a leading publisher of ELT products and resources with a history of over 170 years, specialising in three key areas: Language Learning, Schools Curriculum and Higher Education. Macmillan Education develops print, digital and online solutions that support teachers, researchers, educators and millions of language learners in more than 130 countries. A close partnership for nearly 20 years, Macmillan Education and FLTRP have successfully introduced modern ELT methodologies into the English classrooms in China through the New Standard English series, and the Discover China series, which has also become the leading communicative course for Mandarin learners around the world.


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Day 1, Wednesday

5 JulyItinerary

9.30-10.00 Registration (Foyer) /Exhibition (Room A)

10.00-10.15 Welcome (Theatre), Group Photo

10.15-11.15

Plenary: The Pig Under the Roof

Simon Greenall (E) (UK) (Theatre)

11.15-11.30 Tea Break/Exhibition (Room A)

11.30-12.10

Concurrent Session: IB Introduction, B Level Teaching Strategy and

Reform Trend

Concurrent Session: How to Integrate the Materials from The Chairman’s Bao into Student-led

Assessment

Concurrent Session: From Theory to Practice: How to Teach Chinese in a Flipped Classroom Using a ‘Blended

Learning’ Approach

Yunyun Tang (C) (UK) (Room C)

Zhe Yu (C) (UK) (Theatre)

Marlies Rijbroek and Lex Stomp (E) (Netherlands) (Room D)

12.20-13.00

Concurrent Session: Practical Formative Assessment Techniques

for Teaching Chinese in a Secondary School Content

Concurrent Session: To Encourage Learner Autonomy in the Chinese

Language Learning

Concurrent Session: Uniqueness and Complexity of Secondary Chinese

Curriculum in Singapore – from the Perspective of Curriculum

Objectives

Katie Wang (C) (UK) (Room C)

Wendy Che (C) (UK) (Theatre)

Xin Du (C) (Singapore) (Room D)

13.00-14.00 Lunch (Hall)/Exhibition (Room A)

14.00-15.00

Plenary: Implications of Second Language (L2) Research Findings for L2 Chinese Teaching

Boping Yuan (E) (UK) (Theatre)

15.10-15.50

Concurrent Session: Edexcel Chinese GCSE and Cambridge Pre-U

Concurrent Session: Student-centred Topic-based Language Teaching

Concurrent Session: The Opportunities and Challenges

of Business Chinese Teaching

Haitong Wang (E) (UK) (Room C)

Jing Fang (C) (UK) (Theatre)

Hong Lu (C) (UK) (Room D)

Programme2017 European Chinese Language Teaching Conference

The Bernard Sunley Building, St Catherine's College

5


16.20-17.00

Concurrent Session: Mind the Gap! The Practical Ideas for Behaviour

Management in Secondary Mandarin Classrooms

Concurrent Session: Student Mobility as a Language Policy: From Strategy

to Practice

Concurrent Session: Stage-like L2 Chinese Development and Its Implications for Chinese Teaching

Fang Xiao (E) (UK) (Room C)

Catherine Hua Xiang (E) (UK) (Theatre)

Dongyan Chen (E) (UK) (Room D)

19.30-20.00 Wine Reception (JCR Lounge)

20.00-21.45 Banquet (Hall)

Day 2, Thursday

6 JulyItinerary

8.00-9.00 Breakfast (Hall)

9.30-11.00

Plenary: How to Get Your Students Love to Learn Chinese

Anqi Ding (C) (China) (Theatre)


11.30-12.30

Concurrent Session: Testing and Assessment in Chinese Language

Teaching

Concurrent Session: The Assessment of Oral Proficiency for L2 of Chinese

Concurrent Session: Keeping Learners on Task – Varying the

Interaction Patterns

Wei Jin (C) (UK) (Room C)

Wen Xiong (C) (US) (Theatre)

Helen Day (E) (UK) (Room D)

12.45-13.45 Lunch (Hall)/Exhibition (Room A)

13.45-14.45

Plenary: Theoretical Ideas and Techniques about Overseas Elementary Chinese Coursebook Writing

Anqi Ding (C) (China) (Theatre)


15.00-16.00

Concurrent Session: Practical Ways to Improve Your Students' Reading

Skills

Concurrent Session: Teaching Grammar: Combining Language,

Culture and Psychology

Concurrent Session: Learning Chinese Smartly:

An Exploration of YiyaHanyu

Theresa Munford (E) (UK) (Room C)

Dian Huang (C) (UK) (Theatre)

Wenhua Shi (C) (China) (Room D)

16.00-16.15 Closing Remarks (Theatre)

(C): indicates session in Chinese

(E): indicates session in English

The Foyer, Theatre, Rooms A, C and D are inside the Bernerd Sunley Building.

This programme is subject to minor changes.


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2017欧洲汉语教学研讨会会议日程

圣凯瑟琳学院Bernard Sunley楼

7月5日

（周三）日程

9.30-10.00 报到（大厅）/展览（A会议室）

10.00-10.15 欢迎辞（剧场）、合影

10.15-11.15

主会场发言：屋檐下的猪

Simon Greenall

（英文）（英国）（剧场）

11.15-11.30 茶歇/展览（A会议室）

11.30-12.10

分会场: IB简介和B level教学策略

及改革趋向

分会场：怎样利用《主席日报》的素

材进行学生主导评估测试

分会场：从理论到实践：在中文

翻转课堂中使用混合式教学方法

唐芸芸

（中文）（英国）（C会议室）

喻哲

（中文）（英国）（剧场）

Marlies Rijbroek、Lex Stomp

（英文）（荷兰）（D会议室）

12.20-13.00

分会场：实用教学测验技巧在中学中

文教学中的应用分会场：如何引导学生自主学习中文

分会场：从目标的设定看新加坡

中学华文课程的独特性与复杂性

王燕彬


车文兵


杜昕

（中文）（新加坡）（D会议室）

13.00-14.00 午餐（餐厅）/展览（A会议室）

14.00-15.00

主会场发言：二语习得研究成果对汉语作为二语教学的启示

袁博平


15.10-15.50

分会场： Edexcel GCSE

和剑桥 Pre-U 中文考试

分会场：以学生为中心的

主题模式教学

分会场：商务汉语教学的机遇

和挑战

王海彤

（英文）（英国）（C会议室）

方晶


卢红

（中文）（英国）（D会议室）

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15.50-16.20 茶歇/展览（A会议室）

16.20-17.00

分会场：小心脚下！实用中学汉语

课堂管理方法

分会场：学生流动性与语言政策：

从策略到实践

分会场：二语汉语词素句法的阶段

性发展及其对汉语教学的启示

肖芳


项骅


陈冬燕

（英文）（英国）（D会议室）

19.30-20.00 酒会（JCR 酒吧）

20.00-21.45 晚宴（餐厅）

7月6日

（周四）日程

8.00-9.00 早餐（餐厅）

9.30-11.00

主会场发言：如何让你的学生爱学汉语

丁安琪

（中文）（中国）（剧场）

11.00-11.30 茶歇/展览（A会议室）

11.30-12.30

分会场：中文教学中的测试与考评分会场：论汉语学习者口语测试中

对被试语料的评估

分会场：改变互动模式，保持学习

者注意力

金薇


熊文

（中文）（美国）（剧场）

Helen Day

（英文）（英国）（D会议室）

12.45-13.45 午餐（餐厅）/展览（A会议室）

13.45-14.45

主会场发言：面向海外的初级汉语教材编写理念与技法——以《走遍中国》为例

丁安琪

（中文）（中国）（剧场）

14.45-15.00 茶歇/展览（A会议室）

15.00-16.00

分会场：提高学生阅读能力的实用

方法

分会场：语言、文化、心理: 三位

一体的语法教学

分会场：智慧中文教育：一呀汉语

的探索

孟蓉仙


黄甸


史文华

（中文）（中国）（D会议室）

16.00-16.15 闭幕式（剧场）

（中文）（英文）：发言使用的语言

（英国）（中国）（美国）等：发言人所在的国家

（剧场）（A、C、D会议室）等：议程所在地点

大厅、剧场、A/C/D会议室均在Bernerd Sunley楼内。

本日程可能会有微调，以会议当日发布为准。


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P1: The Pig Under the Roof

Simon Greenall, OBE, Macmillan Education (E)

Can Chinese language teaching use the same communicative methodology and publishing expertise as ELT? My personal experience of learning Chinese and my professional work in ELT and CLT textbook writing suggest the answer is yes. This talk will examine how communicative methodology in English language teaching can be applied to Chinese language teaching. It will also refer to the design and publishing values which contribute towards effective teaching material.

Simon Greenall is an English language teaching textbook writer, a past president of IATEFL and a trustee of International House. Since 2000, he has been co-editor in chief of the New Standard English textbook series for Chinese primary, junior and

senior high schools, and universities. In 2007, he was invited to act as a consultant on the Discover China series (FLTRP and Macmillan). In 2013, he was awarded an OBE for services to English language teaching.

Summaries 摘要P1：屋檐下的猪

Simon Greenall 麦克米伦教育 (E)

中文教学是否同样适用交际教学法? 能否沿用英语教学的

出版经验？以我个人学习中文的经验，以及英语、汉语教

材编写的经验来看，答案是肯定的。我的发言将着重探讨

英语教学中的交际教学法如何适用于汉语，同时我也会谈

到设计和出版对教学资源开发的价值。

Simon Greenall，英语教材作者，IATEFL前任主席，国

际学舍理事。自2000年起担任《新标准英语》系列教材

联合总主编（《新标准英语》是中国贯穿小学、中学、大

学的一条龙英语教材），2007年受外研社和麦克米伦之

邀，担任两社合作出版的《走遍中国》教材顾问。2013年

Simon Greenall因在英语教学领域的贡献荣获大英帝国官

佐勋章。

C1: IB Introduction, B Level Teaching Strategy and Reform Trend

Yunyun Tang, Wellington College (C)

This presentation introduces briefly three Chinese examination levels provided by the International Baccalaureate to the schools worldwide, including AB initio, B Standard level and B High level, mainly focusing on B Standard level and B High level. Teaching strategy and student preparation tactics will be discussed from four examination categories based on my teaching experience. In addition, I will talk about the new IB reform trends.

Yunyun Tang has been teaching Chinese at Wellington College as head of the Chinese Department and manager of Confucius Classroom. She has supervised a number of PGCE students, and has been principal examiner and general examiner

for Cambridge International Examinations and Edexcel.

C1：IB简介和B level教学策略及改革趋向

唐芸芸惠灵顿公学 (C)

本发言将简单介绍国际文凭组织（IB）为全球各地学校提

供的三个中文水平考试：初级课程（Ab initio）、普通课

程（B standard level）和高级课程（B High level），

其中以普通课程和高级课程的教学为主。根据多年教学经

验，我将从考试的四个板块来谈谈教学的策略和学生的准

备技巧。此外，国际文凭组织很快就要启用新的大纲，我

会提及新的改革趋向。

唐芸芸在惠灵顿公学从事中文教学，任中文部主管和孔子

课堂负责人。她多次担任PGCE学生的指导老师，并担任剑

桥考试中心的主考官、考官和Edexcel考试机构的考官。

C2: How to Integrate the Materials from The Chairman’s Bao into Student-led Assessment

Zhe Yu, Leeds University (C)

With the continued development of media technology, there is an increasing variety of online resources for Chinese learning. The Chairman’s Bao (TCB) is a Chinese newspaper exclusively designed for Chinese language learners. Articles are both classified according to themes and corresponding HSK levels. After one year experience, I found TCB materials excellent in terms of enhancing autonomous learning and sourcing varied high quality teaching resources.

Alternatively, assessment influences students’ learning

C2：怎样利用《主席日报》的素材进行学生主导评估测试

喻哲利兹大学 (C)

随着网络媒体技术的发展，各种中文在线学习资源层出不

穷。《主席日报》是一家以报纸阅读方式学习中文的网

站，读者可以根据主题兴趣或者HSK等级选择学习资料。

经过了一年的使用，我认为在众多网络媒体学习软件中，

《主席日报》对于激发学生自主学习和保证教学资源质量

都有很大的作用。

另一方面，教学评估直接影响学生的学习，因为考核方法

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C3: From Theory to Practice: How to Teach Chinese in a Flipped Classroom Using a ‘Blended Learning’ Approach

Dr. Marlies Rijbroek and Lex Stomp, Windesheim University of Applied Sciences, the Netherlands (E)

In this session, after a short introduction to the Windesheim innovative teaching model for learning Chinese, we will put the teaching model into practice.

To develop an effective lesson there are always a lot of choices to make. What are these choices related to the learning step, how can you modify the selected elements and how can you structure the selected elements into a tailor-made learning plan? It is all about how to structure your lesson, what technology you can use and what kind of activities you can integrate. It is a combination of learning inside and outside the classroom, preparing for effective self-study and following up in the next class. We will also present alternatives for those who are not so much into using technology. To exemplify the use of our model, a lesson of the Discover China series will be used.

Dr. Marlies Rijbroek is a lecturer and a senior consultant in modern foreign languages at the department of teacher education of Windesheim University of Applied Sciences. Marlies is leading the development of a teaching program for Chinese

language and culture. She is currently carrying out a PhD research on Chinese pronunciation teaching and learning, and developing an effective modern learning environment for Chinese.

Lex Stomp is director of the International Department Education of the Faculty of Human Movement and Education at Windesheim University of Applied Sciences. In his career, he has worked as a geography teacher in various schools until

assuming his post at Windesheim as senior consultant in educational leadership and school development. He is both manager of the teacher education department for primary education and for secondary and vocational education. He is also responsible for liaising with Chinese partner universities in Xi’an and Shanghai and for introducing programmes for Chinese in education.

significantly, as it directs students to what to learn and how to learn. Languages for All (LfA), the institution-wide language programme at the University of Leeds, includes student-led assessments in all credit-bearing modules. This paper focuses on how to encourage Mandarin learners to utilise these materials into student-led assessment tasks.

Zhe Yu got her MA in linguistics in 2007 at University of Leeds, and then worked as the Mandarin Chinese teaching fellow within Languages for All (LfA), University of Leeds. She gained her UK qualified teaching status in 2010 when working at a specialist

language academy. Her current job role involves language teaching, module design and review, assessment design and teaching pedagogy. She was one of the proof readers of the Discover China series of text books and this was credited in the book. Her scholastic interests include foreign language teaching methodology, assessment and second language acquisition.

会引导学生学习的方向和学习方式。利兹大学语言中心的

外语教学部在所有教学单元中都引入了学生主导评估方

法。本文将重点介绍如何鼓励汉语学习者利用《主席日

报》的材料帮助其完成学生主导评估测试。

喻哲于2007年在利兹大学获得语言学硕士学位，并在利兹

大学语言中心外语部任中文讲师。其间也在英国中学教学

并于2010年获得英国教师资格证。她目前的工作涉及语言

教学、教学设计和审查、考核评估设计等。她是《走遍中

国》系列汉语教材的校对者之一。她的研究兴趣包括外语

教学方法、外语教学评估以及第二语言习得等。

C3: 从理论到实践：在中文翻转课堂中使用混合式教学方法

Marlies Rijbroek和Lex Stomp 荷兰温德斯汉姆应用科

技大学 (E)

简要介绍温德斯汉姆应用科技大学创新性的教学模式之

后，我们将着重介绍它在实践中的应用。

有效课堂教学方案的开发有多种选择，这些选择怎样和教

学步骤关联？我们怎样调整所选择的教学元素？怎样将之

重组于个性化的教学方案？我们需要综合考虑教案的结

构、技术应用以及活动的融合，同时还要考虑课堂内外的

学习、如何有效自学和课后跟进。针对一些不经常使用技

术辅助教学的老师，我们也会提出替代性的方案。为方便

理解我们的教学模式，我们将选择《走遍中国》教材中的

一课来示例。

Marlies Rijbroek博士是荷兰兹沃勒温德斯汉姆大学教师

教育系现代外国语的讲师和高级顾问。受聘于温德斯汉姆

大学之后，她开始学习中文并且致力于研究开发汉语和中

国文化的教学体系。在展开中文发音教学的博士调查的同

时，她也在探讨有效中文学习环境的建立。

Lex Stomp现任温德斯汉姆大学人类活动和教育学部国际

教育系负责人。他曾在不同的学校担任地理教师，之后在

温德斯汉姆大学工作至今。他曾担任教育领导力和学校发

展的高级顾问，现在负责小学、中学及职业教育教师发展

主管，同时他还负责与中国西安和上海的兄弟大学的联

络，旨在引入中文教学项目。

C4: Practical Formative Assessment Techniques for Teaching Chinese in a Secondary School Context

Katie Wang, Lambeth Academy (C)

Many practical formative assessments can be used during

C4: 实用教学测验技巧在中学中文教学中的应用

王燕彬蓝贝斯中学 (C)

在中文学习的课堂中，许多实用教学测验技巧可以帮助教


10

the lesson, in order to know the students’ learning progress. These practical assessments should be differentiated to stretch more able students, as well as support and encourage less able students at the same time. They should also be fun for the students and accurate for the teachers to know their students’ progress.

Apart from these formative assessments, many behaviour management strategies will be discussed to help teachers maximize the students’ learning progress.

Katie Wang obtained her BA degree in Chinese language and literature in Capital Normal University of Beijing. She studied at London Metropolitan University to complete her MA in TEFL and achieved distinction in her final dissertation. She also completed a master diploma training course

in teaching Chinese as a foreign language at SOAS, University of London. She had worked at the Sarah Bonnell School for 8 years before moving to Lambeth Academy. She is undertaking NPQML training at Lambeth Academy.

C5: To Encourage Learner Autonomy in the Chinese Language Learning

Wendy Che, Oxford University/Oxford Brookes University (C)

Most learners and teachers feel that learning a foreign language consumes a considerable amount of time, especially learning Chinese language. However, the contact hours of the language courses that most university’s language centres provide are very limited. Learners have to work within and beyond the classroom to develop their language skills. To learn autonomously has an important role in the theory and practice of foreign language learning and teaching. Encouraging Chinese language learners to become autonomous is one of the crucial requirements for the teachers of Chinese.

This talk will focus on fostering the development of learner autonomy within Oxford University Language Centre classroom context. The talk would like to exchange and share the learning strategies and activities with colleagues.

Dr. Wendy Che is a senior fellow of British Higher Education Academy, a tutor at the Language Centre in Oxford University and an associate lecturer of English and Modern Languages at Oxford Brookes University. She formerly taught at the University of

Warwick and has 20 years of experience teaching intercultural communication, Chinese culture and society, business culture and Chinese.

C5：如何引导学生自主学习中文

车文兵博士牛津大学/牛津布鲁克斯大学 (C)

很多老师和学生认为语言学习，尤其是中文学习，需要花

大量时间，但实际上大学语言中心能提供的面授时间非常

有限。学生需要在课上、课后强化自己的语言技能，因此

自主学习将起到极大的作用，引导、鼓励学生自主学习也

成了对中文老师的一项基本要求。

本发言着重讨论牛津大学语言中心中文课学生的自主学习

情况，并和同行们互通、交流各种教学策略和教学活动。

车文兵博士是英国高等教育研究院高级研究员，现任教于

英国牛津大学语言中心和牛津布鲁克斯大学现代语言系。

从事跨文化沟通与交流、中国文化与社会和对外汉语教学

工作20年。曾在华威大学语言中心任教。

C6: Uniqueness and Complexity of Secondary Chinese Curriculum in Singapore – from the Perspective of Curriculum Objectives

Xin Du, Ministry of Education, Singapore (C)

This paper discussed the uniqueness complexity of this positioning from the perspective of curriculum objective stated in the syllabus.

I compared the objectives of different curriculum in some English and Chinese countries and areas. I found that there

C6: 从目标的设定看新加坡中学华文课程的独特性与复杂性

杜昕新加坡教育部 (C)

本文从课程目标的设定出发，探讨新加坡中学华文课程定

位的独特性与复杂性。

通过与各地区中英文课程目标的对照，我们发现了新加坡

中学华文课程目标设定的独特之处，即某种程度上的调和

师了解学生的进步情况。在了解了学生学习的进程之后，

可以对不同学生采取不同的教学方法，因材施教。这些实

用教学测验技巧可以是很生动活跃的活动，但是老师可以

很准确地了解到学生的学习情况。

此外，一些行为管理的方式也将在发言中被提及，以帮助

每个学生在课堂上获取最佳的学习效果。

王燕彬在北京首都师范大学获得了中国语言文学学士学

位，2000年来英国学习，2003年在伦敦城市大学获得

英语教学硕士学位。她还在伦敦大学亚非学院学习并取得

对外汉语教学资格证书。在伦敦萨拉∙博内尔中学任教八

年后，开始在伦敦蓝贝斯中学初中部和高中部教中文。最

近，她在蓝贝斯中学进行中级干部培训。

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P2: Implications of Second Language (L2) Research Findings for L2 Chinese Teaching

Boping Yuan, University of Cambridge (E)

Why can children acquire their mother tongue effortlessly and successfully, but adults rarely succeed in acquiring native-like competence in their second language acquisition? In this talk, I will first discuss differences between child first language (L1) and adult second language (L2) acquisition, and the implications of these findings for teaching Chinese as a second/foreign language.

I will then discuss L2 learners’ problems with morphological marking in their L2 English and their difficulties in acquiring L2 Chinese interfaces between syntax and semantics. I will demonstrate that acquiring Chinese syntax-semantics interfaces causes difficulties for English-speaking learners but it is not insurmountable. I will also show that the problems with L2 English morphological marking are not necessarily due to the lack of relevant grammatical knowledge, but are related to the smoothness in the retrieval channel between syntax and morphology and to the automaticity in the quick access to the appropriate morphemes and affixes. I will argue that this kind of problem is unlikely to be solved via repeated explanations of the grammar point, but via a large amount of effectively designed practice and exercises to make the interface channel smooth and make the access process automatic.

Finally, the importance of the awareness of the distinction between explicit knowledge and implicit knowledge in L2 language teaching and learning is highlighted on the basis of an empirical study of L2 Chinese tone acquisition, which shows that different tasks place different demands upon different types of knowledge.

It is suggested that in designing our syllabus, textbooks or testing materials, we have to ask ourselves what goal we are aiming at. Should we regard our students’ conscious knowledge of rules as an end or should we take it as a means? What represents the true L2 Chinese proficiency, the explicit knowledge or the implicit knowledge? What kind of language exercises and practice are effective and efficient for improving learners’ L2 Chinese proficiency? In what way can we reliably and validly measure L2 learners’ Chinese proficiency? There have been debates about these questions, and L2 teachers as well as L2 researchers should reflect on these questions and join these interesting and stimulating debates.

P2：二语习得研究成果对汉语作为二语教学的启示

袁博平剑桥大学 (E)

为什么儿童可以非常容易地习得母语，而成年人在习得二

语时很难成功地达到近乎其母语的水平？本发言中，我将

首先介绍儿童一语习得和成人二语习得的区别，及其对汉

语作为二语/外语教学的启示。

接下来，我将谈到英语作为二语的学习者在词法标注方面

的问题，以及汉语作为二语学习者在句法—语义界面习得

方面的困难。对于英语为母语的汉语学习者来讲，汉语的

句法—语义界面的习得会有问题，但并非不可克服。英语

作为二语习得的词法标注问题不一定和缺少相关语法知识

有关，但和句法、词法检索渠道的流畅度、以及词素和词

缀的自动获得性相关。如果只是不断地重复解释语法点，

这些问题不太可能根本解决，但是通过大量设计有效的练

习可以使得这一界面通道更顺畅，获得过程更便捷。

最后，在中文声调习得实证研究的基础上，我们需要认识

到二语教学和学习中的显性知识与隐性知识区别的重要

性，因为不同的任务需要不同类型的知识。

在设计课程、教材及测试材料时，我们需要理清我们的目

标是什么。我们把学生对知识规则的掌握作为目标还是手

段？显性知识与隐性知识，哪个能反映真正的汉语水平？

怎样的语言练习才能有效提高学习者的二语水平？我们怎

样才能评价汉语作为二语的学习者水平的信度和效度？这

些问题目前还未达成共识，教师和学者们可以多加思考，

并加入这些既有趣、又有启发意义的讨论。

袁博平博士是剑桥大学语言及语言学Reader、博士生导

师，主管剑桥大学的汉语教学。他同时还是剑桥丘吉尔学

院院士、学术督导。他的研究方向是语言学理论及二语习

得，他目前的研究领域是二语习得中的界面问题，特别

是句法－语义、句法－语篇、句法－语用之间的界面在

二语习得中的影响。他在国际学术刊物和中国的学术刊

is a compromise in Singapore secondary Chinese curriculum objectives. To investigate further, I found the formation of the dual objectives could be connected closely to the history of Singapore bilingual policy and some other social political factors. Furthermore, the dual objectives reflected the expectations of different stakeholders on Chinese curriculum.

The above understanding helps us to understand the setting and development of some specific objectives, such as amount of characters to learn. It also indicates that Singapore Chinese curriculum should be viewed as the teaching of an ethnic common language in the bilingual context, which is considered as a mother tongue and carrying the duties to inherit traditional culture and values.

Xin Du obtained his bachelor’s and master’s degrees of Arts from Northeast Normal University in China and is now a PhD candidate in the Department of Asian Language and Culture, National Institute of Education, Nanyang Technological University,

Singapore. He is the senior curriculum specialist in the Ministry of Education, Singapore.

性。在进一步探究华文课程目标这种二重性的缘起之后，

我们发现它与双语政策形成的深刻历史背景与其他一些社

会政治因素紧密相关。不但如此，这样的课程目标也反映

了各方的利益相关者对华文课程的期望。

上述考察与探讨有助于我们理解课程标准中的一些具体目

标，如识字量等目标的设置与演变，另一方面也告诉我

们，以传统的一语课程或二语课程的概念来概括新加坡中

学华文课程都有简化之嫌。或许更实际的一种做法是将其

视为双语教学中的族群共同语教学。它具有母语的特点，

承载着族群内部对传承族群文化与价值观的期待。

杜昕于中国东北师范大学获得文学学士和硕士学位，目前

正在攻读新加坡南洋理工大学国立教育学院亚洲语言文学

系博士学位。现任新加坡教育部课程规划与发展司高级专

科督导。


12

Dr. Boping Yuan is a reader in Language and Linguistics and PhD supervisor at the University of Cambridge, and directs the Chinese programme in Cambridge. He is also Fellow and Director of Studies in Asian and Middle Eastern Studies,

Churchill College, Cambridge. His research interests are in linguistic approaches to second language acquisition. He has published numerous papers in refereed international journals as well as in journals in China, which include: Language, Linguistics, Transactions of the Philological Society, Second Language Research, Studies in Second Language Acquisition, Bilingualism: Language and Cognition, Language Learning, International Review of Applied Linguistics, EUROSLA Yearbook, International Journal of Bilingualism, Lingua,《外语研究》《世界汉语教学》《现代外语》. He is currently an executive member of the Executive Committee of the World Chinese Language Teaching Society, and he also serves as a member of the editorial boards of a number of international and Chinese academic journals, which include: Second Language Research, International Review of Applied Linguistics, 《外语教学与研究》《世界汉语教学》《现代外语》.

物发表过数十篇论文，这些学术刊物包括：Language，

Linguistics，Transactions of the Philological Society，

Second Language Research，Studies in Second

Language Acquisition，Bilingualism：Language and

Cognition，Language Learning，International Review of

Applied Linguistics，EUROSLA Yearbook，International

Journal of Bilingualism，Lingua，《外语教学与研究》《世

界汉语教学》《现代外语》，等等。他目前是世界汉语教学

学会理事会的常务理事，同时担任若干家国内、国际学

术刊物的编委，其中包括Second Language Research，

International Review of Applied Linguistics，《外语教学与

研究》《世界汉语教学》《现代外语》等。

C7: Edexcel Chinese GCSE and Cambridge Pre-U

Haitong Wang, Westminster School (E)

At present, more and more secondary schools in the UK are beginning to set up Chinese courses, and to participate in the GCSE exam and at a higher level of the national unified examinations. The speaker will briefly introduce the forms and features of Edexcel Chinese GCSE and Cambridge Pre-U examinations. She will compare the current GCSE exam and the exam as it will be after 2019. She will also explore course designs, teaching methods, teaching materials and how to reach the best teaching results within the short term.

Haitong Wang is a lecturer in Chinese for British diplomats at the Foreign and Commonwealth Office and Westminster School where she has set up the Chinese department. She is also a cross-cultural advisor to international businesses throughout

Europe and has taught at London Business School, and at the School of Oriental and African Studies, London University. She has 20 years teaching experience in the UK and holds an MA in Language Studies. She is also an examiner for the Cambridge Pre-U exam for three years. She is co-author of the textbook ‘Chinese Express-Talk Chinese’, which is published worldwide. Additionally, she has worked as a presenter at the BBC World Service.

C7: Edexcel GCSE 和剑桥 Pre-U 中文考试

王海彤威斯敏斯特学校 (E)

目前英国越来越多的中学开始设立汉语课程，并且参加

GCSE考试和更高水平的国家统一考试。在此，我将介绍

Edexcel GCSE and Cambridge Pre-U中文考试的形

式、特点，并对目前的GCSE考试和2019年后的考试进

行对比；我也将探讨课程设计、有效的教学方法和教材的

选择等问题，同时会谈到如何在短期内到达最好的教学效

果，帮助学生取得优异成绩。

王海彤在英国已有20年汉语及文化教学经验。她曾在许多

著名大学任教，包括伦敦大学亚非学院、伦敦国王学院以

及伦敦商学院，并为伦敦商学院MBA学生设立商务汉语课

程。她是威斯敏斯特学校中文系的创始人，目前在担任该

校教学工作的同时，她也为英国外交和联邦事务部培训外

交官。她还担任了剑桥大学Pre-U口语考试考官。她与同

事谭月老师共同撰写的《汉语快行线》在全世界发行并受

到极大欢迎，该书第四版将于今年夏季问世。

C8: Student-centred Topic-based Language Teaching

Jing Fang, Oxford University (C)

Topic-based approach is adopted for Chinese language teaching at the University of Oxford. How are topics presented? And how are students treated as the centre during the teaching?

This talk will use MPhil second year language programme as an example, sharing the teaching methodology and experiences with colleagues.

C8：以学生为中心的主题模式教学

方晶牛津大学 (C)

牛津大学的汉语教学通常采用主题模式教学。在教学过程

中如何呈现这些主题，怎样做到以学生为中心？本发言以

硕士二年级的汉语课程为例，与大家分享一些教学经验和

心得。

方晶是牛津大学中国学术研究所汉语教师，世界汉语教学

13

C9: The Opportunities and Challenges of Business Chinese Teaching

Hong Lu, OBE, Confucius Institute for Business London (C)

This report explores the model, current issues and solutions of the Confucius Institute for Business London (CIBL) by focusing on the institute’s structure, operational mechanism and teaching module design. The management system, teaching of Chinese language and culture, as well as China related lectures, public events, forums and roundtable meetings will be introduced. My aim is to share the challenges and experience of CIBL and provide a reference for further development of other organisations. This talk also indicates the opportunities for business Chinese teaching in the light of Brexit and the Belt Road Initiative.

Dr. Hong Lu, OBE, is the Deputy Director of Confucius Institute for Business London. She has been a higher education language instructor and teacher trainer since 1988, both in the UK and China.

She specialises in executive education relating to cross-cultural studies and cultural awareness training. She has presented her research papers at international TESOL conferences across China, as well as in New York, Vancouver and London.

C9：商务汉语教学的机遇和挑战

卢红伦敦商务孔子学院 (C)

这份报告以伦敦商务孔子学院的运营模式、现状及解决方

案为例，解决组织结构、运营机制及相关教学模板的设计

问题。我将介绍伦敦商务孔子学院的管理体制、商务汉语

及文化教学，中国主题相关的公共演讲、论坛和圆桌会议

及文化活动的运作，目的是分享孔院的教学经验教训，为

所有相关机构在国际平台上的商务汉语教学得以更好的发

展作铺垫。同时我也会指出商务汉语教学在脱欧后及“一

带一路”大背景下的各种机遇。

卢红博士是伦敦商务孔子学院副院长，于2015年获得大英

帝国官佐勋章。自1988年以来在中英两国长期从事高校语

言教学和教师培训工作，主要侧重于针对高端管理人员的

跨文化教学，曾在中国各地、纽约、温哥华、伦敦等国际

英语教学会议上发表演讲。

Jing Fang is an instructor in Chinese language at the Institute for Chinese Studies, University of Oxford. She is also a life-time member of the World Chinese Language Teaching Society and

a senior advisor for Hanban. She was the Course Director of MPhil in Modern Chinese Studies and Course Director of MPhil in Modern Chinese Art and Literature during 2007 and 2009. Her research fields include social linguistics, applied linguistics, Chinese language teaching pedagogy, multimedia language teaching, and cross-cultural communication. She has made presentations on various conferences and published/co-published When in China: A Guide to Chinese Business Culture, London Business Chinese, Multimedia Spoken Chinese, and Chinese Multimedia, etc.

学会永久会员，国家汉办特聘专家。2007－2009年曾任

牛津大学现代中国研究硕士学位课程主任、牛津大学现代

中国文学与艺术研究硕士学位课程主任。她的研究方向为

社会语言学、应用语言学、对外汉语教学法、多媒体辅助

汉语教学和跨文化交际。曾在多地参加学术会议并发言，

出版或与他人合作出版《中国商务文化导读》《伦敦商务汉

语》《多媒体汉语口语》《初级多媒体汉语》等。

C10: Mind the Gap! The Practical Ideas for Behaviour Management in Secondary Mandarin Classrooms

Fang Xiao, New Beacon Group (E)

As Mandarin teachers in secondary schools, we all know how important the classroom management is. However, it is can be very challenging for us to deal with the difficult problems in classes.

In this workshop, Fang will share her own experience on behaviour management at secondary Mandarin classes and discuss the practical ideas with the participants, including the causes of misbehaviour, establishment of effective classroom expectations, giving rewards and sanctions fairly, using Chinese to manage your class, “individual challenge” strategies, asking for support from colleagues and parents and different strategies for boys and girls.

Fang Xiao has many years experience teaching Chinese at both secondary and primary schools in the U.K. She was a PGCE school subject mentor and has been appointed as an examiner by Edexcel and

IB. Fang has introduced Chinese into curriculum at state schools in Somerset and was awarded “the greatest contribution of promoting Chinese language and culture” by the Lord Mayor of Bristol. Fang holds an MA in English Language Teaching (Warwick) and a PGCE (Goldsmiths) qualification. She is currently the Educational co-ordinator at New Beacon Group in Stafford.

C10: 小心脚下！实用中学汉语课堂管理方法

肖芳新贝肯集团 (E)

作为中学一线汉语老师，我们深知课堂管理的重要性，但

是又常常因为各种课堂问题头疼不已。在这次研讨会中，

我将结合自己的亲身教学经验和大家讨论和分享实用中学

汉语课堂管理方法，包括：了解学生在中文课堂上出现行

为问题的原因，如何建立有效的课堂规则，如何公平地奖

惩，如何使用中文进行课堂管理，如何设定个人的“挑

战”策略，怎样获取同事和家长的帮助，以及怎样针对男

孩和女孩采用不同的策略。

肖芳拥有多年英国中小学一线中文教学经验，她是英国

Edexcel和IB考试局中文考官、PGCE教师培训实习导师。

作为萨默塞特郡公立中学中文项目创始人，曾被布里斯托

市长授予西英格兰“中国语言和文化推广最大贡献奖”。

她在华威大学获得英语教学硕士学位，并在伦敦大学金史

密斯学院获得PGCE证书。她现在是斯塔福德市新贝肯集

团的教育协调员。


14

C11: Student Mobility as a Language Policy: From Strategy to Practice

Catherine Hua Xiang, London School of Economics (E)

In recent years, more and more research has examined the advantages and barriers of studying abroad in the UK. Debates and studies have focused on the benefits of not only the whole year abroad but short-term study aboard (see: Universities UK reports). Many skills can be developed via studying abroad. In this paper, the author argues for a need in establishing student mobility as a language policy for Higher Education. Using LSE-Fudan Language Exchange Programme as a case study, the presentation aims to cover the following three areas: 1) what the mobility programme is and the rationale behind it; 2) the advantages of such programme; and 3) the challenges and recommendations.

The LSE mobility scheme is now into its sixth year of operation. A range of practical considerations will be addressed in the discussion, such as student support; risk assessment and scholarship opportunities. Students’ feedback as well as linguistic progress is also examined. The implication and impact for building strategic partnership in China is also discussed.

Dr.Catherine Hua Xiang works in the Language Centre at the London School of Economics. Her major research interest is in the field of applied linguistics, cross-cultural communication and pragmatics. Her PhD research looks into speech acts,

particularly exploring the linguistic and cultural differences in apology strategies used in UK and China. She is also interested in teaching material development in teaching Mandarin as a foreign language and is the author of Mastering Chinese. She is currently researching the implications of e-learning in foreign language teaching and learning. Her latest publication (will be released in Aug 2017) is titled Audio-visual Media in Language Education, which is an edited book, sharing best practices in higher education across the world in this specific field.

C11: 学生流动性与语言政策：从策略到实践

项骅伦敦经济学院 (E)

近年来，有很多关于在英国留学优势及障碍的研究。留学

可以锻炼学生的各种技能，长、短期留学的益处往往都会

引发大家的讨论和研究（参见Universities UK的报告）。

在本发言中，我将和大家讨论学生流动性作为高等教育语

言政策的需求。我将以伦敦经济学院——复旦大学语言交

换项目作为案例，讨论以下三个问题：1）流动性项目是

什么，其背后的原理是什么；2）该项目的优点；3）挑战

和建议。

伦敦经济学院的交换项目已经运作六年，我将介绍一些实

用的经验，比如学生支持、风险评估和奖学金申请等；学

生的反馈和语言发展水平；以及在中国发展战略合作伙伴

的启示和影响。

项骅博士目前在伦敦经济学院语言中心工作。她的研究兴

趣主要集中于应用语言学、跨文化交际和语用学。她的博

士研究方向为语言行为，特别关注中英两国在道歉策略方

面的语言和文化差异。她的兴趣还包括汉语作为外语的教

学资源开发，她是教材Mastering Chinese的作者。目前她

在研究外语教学领域中数字技术的应用价值。她的最新出

版物（将于2017年8月发行）为《语言教学中的多媒体》，

书中分享了全球不同高校在语言教学中使用多媒体科技的

优秀案例。

C12: Stage-like L2 Chinese Development and Its Implications for Chinese Teaching

Dongyan Chen, Newcastle University (E)

Currently, there is divergence of views over stage-like second language (L2) development and its constraints. Processability Theory (Pienemann, 2011; 1989) and Organic Grammar (Vainikka and Young-Scholten, 2013; 2011) propose such development from a cognitive or generative perspective respectively.

This paper evaluates the two theories by reporting a longitudinal study of the emergence of the earlier-noted functional elements among eight adult L1 English learners. Oral data were elicited via multi-tasks. Findings were compared against results from previous studies [e.g. Wang (2011) and Zhang (2001)] based on PT, and the input order of the functional elements in learners’ textbooks. Thus, it is concluded that the overall results confirm the prediction and explanation of OG regarding the development of the functional elements, but hold reservations against those of PT. The outcome

C12: 二语汉语词素句法的阶段性发展及其对汉语教学的启示

陈冬燕纽卡斯尔大学 (E)

目前，人们在二语发展的阶段性及制约因素问题上存在分

歧。可加工性理论（PT）从认知视角出发，认为二语在认

知加工的制约下沿着词汇>词汇类别>短语程序>句子程序>

分句程序发展。有机语法从生成视角出发，提出每种特定

语言有一棵主树，语言习得普遍从非限定动词短语开始，

发展到曲折变化短语(IP)（Pollock, 1989）再到补语短语，

习得是普遍语法和语言输入相互作用的结果。

本文以八名母语为英语的成人为研究对象，纵向研究上述功

能成分的习得，进而对两种理论进行评价。研究的口语数据

取自多项任务。将研究结果与以往基于PT的研究以及学习

者教科书中功能成分的输入顺序进行比照，得出的结论是，

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C13: Testing and Assessment in Chinese Language Teaching

Wei Jin, Goldsmiths, University of London (C)

This session discusses the nature of testing in second language teaching and learning, especially in Chinese. It looks at the reasons and purposes of testing, discusses what a good test/assessment should be like, and suggests practical tips for testing design. We will also look at some of the most common standard Chinese proficiency tests available and their features. Authentic examples from various forms of programmes and courses will be examined and discussed. Participants will have the opportunity to design a test in Chinese for a specific group and learners and be given feedback on the test design.

Wei Jin trained as a language teacher of Chinese in China. She then pursued further studies in language education at the University of Cambridge. After graduation, she worked at the Faculty of Oriental Studies, University of Cambridge. She then moved

to Birmingham, working as the leader of the Chinese section

P3: How to Get Your Students Love to Learn Chinese

Anqi Ding, East China Normal University, China (C)

Chinese learners’ motivation varies and is affected by five factors, namely: career, opportunity, interest, experience, and important others’ influence on the basis of mean level. The individual differences like age, nationality, (non)-heritage and major are also influential. On one hand, the stronger their Chinese learning motivation is, the better the learning results; on the other hand, motivation will affect the learning result differently according to different learning tasks. Teachers can motivate the students to learn Chinese with different strategies, such as meeting learners’ different needs, setting the right goals, taking discovery approach in teaching, controlling the level of difficulties, praising students properly, training students to have the right attribution, and give full play to teacher's expectation effect, etc.

Dr. Anqi Ding is a professor of East China Normal University, the deputy director of Institute of Global Chinese Language Teacher Education, former deputy director of Institute of Chinese Language and Literature in Beijing Foreign Studies University,

former Chinese director of Confucius Institute in Nuremberg. Her major research fields are Chinese as a second language acquisition and Chinese language teacher education. She has published 2 monographs on Chinese as a second language acquisition, 3 book series on Chinese language teacher education, many Chinese language coursebooks, e.g. Discover China (1) and over 40 journal papers.

P3: 如何让你的学生爱学汉语

丁安琪中国华东师范大学 (C)

汉语学习者有不同的学习动机，他们可以分为内在兴趣动

机、职业发展动机、经验动机、机遇动机、重要他人影响

动机等不同类型；学习者的年龄、母语、专业、是否华裔

等因素对其汉语学习动机有不同的影响。总体而言，学习

者动机越强，学习效果越好，但具体的学习任务不同，动

机对学习效果的影响也不同。教师在教学中可以从满足学

习者需求、制订合适的目标、采用发现法教学、控制教学

的难度、给予学生适度奖励、对学生进行归因训练、充分

发挥教师期望效应等不同的方面采取措施，激发学生的汉

语学习动机，使学生真正爱上学习汉语。

丁安琪博士，华东师范大学教授，国际汉语教师研修基地

副主任，曾任职于北京外国语大学中文学院，德国纽伦堡

孔子学院。主要研究方向为第二语言习得与国际汉语教

育。著有二语习得类专著两部，主编《我的课堂活动设计

笔记》3部，《走遍中国》等对外汉语教材多部，发表相

关论文40余篇。

provides references for curriculum developers in arranging the textbook order of those functional elements and setting appropriate stage-like development goals for L2 learners at different stages.

Dongyan Chen is a PhD candidate in the School of English Literature, Language and Linguistics, Newcastle University. Her research interest includes the acquisition of L2 Chinese morpho-syntax, the teaching and assessment of Chinese as an L2

based on results exhibited in stage-like development, and the diagnosis of Chinese impairment. She expects, based on her current research, to carry out follow-up research on L2 Chinese morpho-syntax acquisition with different L1 language backgrounds.

本研究结果支持OG关于功能类别发展的预测和解释，但对

PT的阶段预测及解释保留意见。此项研究可为课程开发中

功能要素的排列以及阶段性发展目标设置提供参照。

陈冬燕是纽卡斯尔大学英语文学、语言和语言学学院的博

士研究生。其研究兴趣包括二语汉语的词素句法习得、以

阶段性发展研究为基础的汉语二语教学与测试，以及汉语

习得障碍研究，应用的理论模型是有机语法。由于目前研

究对象以母语为英语的习得者为主，她期待开展不同母语

背景下的二语汉语学习者的词素句法习得追踪研究。

C13：中文教学中的测试与考评

金薇伦敦大学金史密斯学院 (C)

本发言探讨第二语言教学，特别是中文作为第二语言教学

中测试的本质。我们将讨论第二语言教学中测试的原因和

目的、成功的测试和考评的标准，以及测试的实际设计技

巧，还将探讨现存影响范围最广的一些标准汉语水平测试

及其特征。参与者将一起研究讨论不同的课程项目中测试

和考评的一些实例，并有机会为特定的组群设计一个中文

测试，并就测试的设计得到反馈。

金薇在中国接受了专业汉语教师培训，之后在剑桥大学继

续深造语言教育。毕业后，她曾在剑桥大学东方学系工

作，之后在伯明翰大学语言中心主管中文教学，继而在伦

敦大学亚非学院任语言专家。现在金史密斯大学任中文与


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C15: Keeping Learners on Task – Varying the Interaction Patterns

Helen Day, Freelance Teacher and Trainer (E)

Teachers’ choices in the classroom can sometimes feel constrained by the need to cover a syllabus, and there’s often a lot to get through. At the same time, western learners’ attention spans are often quite short. Some learners (of all ages!) are easily distracted and others will quickly drift off into a daydream if they are not kept active.

But the teacher can’t be everywhere at once. In this session we will look at ways to add variety to classroom activities and

C14: The Assessment of Oral Proficiency for L2 of Chinese

Wen Xiong, Winston Salem State University, U.S.A (C)

The assessment of L2 learner’s speaking ability is not only an issue essential to the language testing, but also critical to improve the learner’s proficiency level. The maturity of the proficiency of the learner includes accuracy (pronunciation, vocabulary and grammar), length and complexity of the utterance, appropriateness and fluency. This paper discusses how to assess the learner’s speaking ability from two aspects: one is with linguistic perspective; another is from the lens of the interlocutor of conversation. Data are drawn from the L2 learner of Chinese, and the criteria of Oral Assessment (OPI and AAPPL) of American Council of Teaching Foreign Language that apply to all languages will be discussed on how to better adapt in Chinese.

Dr. Wen Xiong is an Associate Professor of Chinese Studies at Winston Salem State University in North Carolina, U.S.A. She earned her PhD from La Trobe University in Melbourne, Australia in Second Language Acquisition and Language

Education. Dr. Xiong has worked at different universities across three continents, the University of Rhode Island (U.S.A), Shanghai University (China) and National University of Laos (Laos) and has nearly 30 years of experience of teaching and researching Chinese as a second/foreign language, as well as developing Chinese program and curriculum. Dr. Xiong's research interests focus on the learning and teaching of Chinese as a second or foreign language and the acquisition of Chinese language and culture. Her publications address the following research areas: second language acquisition, Chinese linguistics, language contrast, language teaching and curriculum design, and Chinese cultural studies. She has also published a series of textbooks for learners of Chinese. Dr. Xiong was one of the 12 recipients of “National Best Teacher of Teaching Chinese as a Second Language” in 2001, authorised by Hanban.

C14: 论汉语学习者口语测试中对被试语料的评估

熊文美国北卡罗来纳温斯顿塞雷姆州立大学 (C)

对第二语言学习者口语水平的评估是语言测试讨论的重要

问题，也对提高二语者口语水平的熟练度起着关键的作

用。二语学习者口语的熟练度，体现在准确性（含语音、

词汇和语法）、话语长度与复杂性（内容）、得体性和流利

性等方面。本文从两个方面讨论如何评估汉语二语学习者

的口语水平：第一从语言学角度出发，以汉语学习者的口

语语料作为研究样本，讨论合格的汉语学习者的口语评估

样本的语言学判断标准，从停顿、语调、句末语气词等话

语特征出发，辨识学习者在相关语境中所要表达的语义语

块，针对美国ACTFL(OPI和AAPPL)口语测试的标准，提

出从汉语特点出发，扩大汉语口语话语边界，把小句归到

合格的口语样本中用于分析学习者的口语能力。第二从口

语交谈中对话者（Interlocutor）角度出发，讨论口语能

力发展中对话者在口语评估对口语水平评估的影响和对口

语教学的反拨。

熊文博士现为美国北卡罗来纳温斯顿塞雷姆州立大学的副

教授（终身教席）。获澳大利亚拉筹伯大学博士学位，方

向为二语习得和语言教育。她曾在不同大学任教，包括罗

德岛大学、上海大学和老挝国立大学，有近30年从事对

外汉语教学和研究及中文项目和课程发展经验。研究兴趣

为汉语作为第二语言的习得和教学，发表文章包括二语

习得、汉语语言学、语言和文化对比和课程设置。亦出版

了针对外国人学汉语的系列教材，曾是2001年汉办授予

的“全国优秀对外汉语教师”之一。

C15: 改变互动模式，保持学习者注意力

Helen Day 自由教师、培训师 (E)

教师要在有限的课堂时间内完成大量教学计划，但西方学

习者的注意力时间往往很短。不同年龄的学习者都会容易

分散注意力，如果不采取有效的活动吸引其注意力，有的

甚至会做白日梦。

本发言中，我将讨论在课堂活动中增加多样性的方法，并

建议老师在不同主题和技能的教学中采用不同的互动模

of the Centre for Modern Languages. She worked at SOAS as a language specialist before taking up the post of lecturer in Chinese and Chinese Studies at Goldsmiths University. She has rich experience in language teaching and is also a trainer of new language teachers. She is interested in identity and language learning, socialisation and participation, as well as distance learning.

中国研究讲师。她在语言教学方面有丰富的经验，同时也

担任新教师的培训工作。目前，她的主要研究方向包括身

份与语言学习、社会化及参与以及远程教学。

17

suggest different interaction patterns to use when covering different topics and skills – all with a view to keeping learners active, learning and on-task.

Helen Day is a teacher trainer, teacher and adviser for Modern Foreign Languages including English, Italian and Mandarin Chinese. She has over 27 years teaching and training experience and has taught Mandarin at a range of levels. She specialises in the

teaching of speaking skills and technology in the language classroom. Her qualifications include a PGCE, a Diploma in Teaching English as a Foreign Language to Adults, an MA in Education: Applied Linguistics and an MA in Chinese Studies from SOAS.

C16: Practical Ways to Improve Your Students’ Reading Skills

Theresa Munford, St Gregory’s School (E)

Technology has opened up an exciting new era for non-native learners to achieve high levels of literacy in Chinese. This session will begin with a brief look at literacy and language learning, in particular the way in which recent advances in the study of the ‘reading brain’ can inform our teaching methodology. The main thrust of the session, however, will be practical, focused on the ways we can get our students reading more Chinese and reading it faster. This includes high-tech and low-tech methods, and ways of engaging younger and older learners, in groups or as individuals, beginners or advanced.

Dr.Theresa Munford studied Chinese at Durham University and the University of Nanjing, and has a PhD in Chinese history from the Australian National University. She has been teaching Mandarin for the last decade, mostly in secondary schools but also in

primary and adult education. She is currently Head of Mandarin at St. Gregory’s School, Bath.

C16：提高学生阅读能力的实用方法

孟蓉仙圣格雷戈里学校 (E)

技术发展为提高汉语学习者的认读水平提供了令人欣喜的

新途径，我将简要介绍语言学习和认读，特别是近期关

于“阅读大脑”的研究成果对教学法的启示。本发言将主

要探讨帮助学生快速、大量阅读中文的实用方法，包括如

何使用技术手段辅助或非技术手段辅助，如何教授不同年

龄、不同水平的学习者，以及如何在群组或个人学习中实

施教学。

孟蓉仙博士在杜伦大学和中国南京大学学习中文，并获得

澳大利亚国立大学中国历史博士学位。在过去的十年中，

她主要从事小学、中学和成人的中文教学。她现在是巴斯

圣格雷戈里学校中文部负责人。

C17: Teaching Grammar: Combining Language, Culture and Psychology

Dian Huang, Westminster University (C)

It is a new approach to combine language, culture and

C17：语言、文化、心理：三位一体的语法教学

黄甸威斯敏斯特大学 (C)

结合语言、文化和心理三个方面来解释中文语法是试图探

式，以使学习者保持积极的学习状态。

Helen Day是现代外语（英语、意大利语及中文）教师、

培训师和顾问，有27年教学和培训经验，从事过不同水平

的汉语教学，专长是口语教学和新技术应用。她是应用语

言学硕士、伦敦大学亚非学院中国学硕士，并持有PGCE

证书和针对成人的英语作为外语教学证书。

P4: Theoretical Ideas and Techniques about Overseas Elementary Chinese Coursebook Writing

Anqi Ding, East China Normal University, China (C)

In this session, I will talk about:

I. Theoretical ideas of Discover China: guiding the procedure of teaching, making students thinking, motivating students to communicate in class.

II. Techniques of Discover China 1: pronunciation, vocabulary, grammar and Chinese characters.

III. Techniques of Discover China 2: listening, speaking, reading and writing.

IV. Techniques of Discover China 3: file saving, syllabus writing, layout designing, using flowcharts and icons, messages in the tips, layout of exercises, and choosing pictures, etc.

P4：面向海外的初级汉语教材编写理念与技法

——以《走遍中国》为例

丁安琪中国华东师范大学 (C)

在本次发言中，我将会谈到：

1.《走遍中国》编写理念：让课堂走进来；让脑子活起

来；让学生动起来。

2.《走遍中国》编写技法的语言要素视角：语音、词汇、

语法、汉字。

3.《走遍中国》编写技法的语言技能视角：听力、口语、

阅读、写作。

4.《走遍中国》编写技法的编写流程视角：文件的保存、

大纲的编制、版面的设计、流程图的应用、图标的使用、

小贴士中的信息、练习的排版及图片的选择等。


18

C18: Learning Chinese Smartly: An Exploration of YiyaHanyu

Aiguo Zhang and Wenhua Shi, YiyaHanyu, China (C)

With the recent developments of internet technology, cloud computing, mobile device and artificial intelligence, smart education is endowed with a new connotation. The remarkable features of Chinese language teaching have brought smart education of Chinese language special educational and technological characteristics. This talk focuses on the “one, three and four theoretical framework”, i.e. one core (theoretical connotation), three ends (students, teachers and schools) and four emphasises (educational model, resource feature, technological approach and teaching management). Cases of YihaHanyu will be given to illustrate the design, research and development, production and application of smart Chinese language education.

Aiguo Zhang has an MA from the University of Manchester, is the champion of Chen Style Taiji International Competition, and board director of YiyaHanyu.

Wenhua Shi majored in teaching Chinese as a second language in Heilongjiang University. He worked as a CLT teacher, teacher trainer, and planner and editor of CLT teaching resources. He is now the managing director of YiyaHanyu.

C18: 智慧中文教育：一呀汉语的探索

张爱国、史文华中国一呀汉语 (C)

人类早已全面步入信息时代，最近一两年借助互联网、云

计算、移动设备、人工智能的飞速发展，智慧教育被赋

予了新的内涵和特征。国际汉语教育有其显著的特殊性，

智慧中文教育的教育特征和技术特征也有不同的表现。

本发言就智慧中文教育的“一三四”理论主张，即一个核

心（理论内涵）、三端建设（学生学习端、教师教学端、

学校管理端）、四大重点（教育特征与模式、资源特征、

技术手段、教学实施与管理）进行初探，并通过一呀汉语

（YiyaHanyu）中文教育产品的实际案例，介绍智慧中文

教育产品的设计、研发、制作和应用实践。

张爱国，曼彻斯特大学硕士，陈氏太极拳国际金牌获得

者，一呀汉语董事长。

史文华，黑龙江大学对外汉语专业，曾任对外汉语教师、

师资培训师、教学资源策划编辑，一呀汉语总经理。

索一条与常规汉语语法教学不同的新路子。在认知心理部

分，我将把语法规则与人们在现实生活中的体验有机地结

合起来，其目的是把抽象的语法概念化为显而易见的图形

符号，以眼见为实为主导方针，形象地呈现汉语中一些基

本的抽象语法概念。在文化部分，我将把深层的中国传统

文化通过人们与大自然互动的感知和心理结合在一起，使

西方学生减少因中西文化差异所造成的困惑，从而能够顺

其自然地接受在中国传统文化的环境之中所形成的抽象语

法概念。

黄甸1988年起任教于威斯敏斯特大学，曾担任现代语言系

中文专业主任，现任大学语言课程中文学科负责人。曾于

2006至2009年担任英国汉语教学学会 (BCLTS) 委员会

成员及会长，2009至2013年担任英国大学伦敦中国委员

会 (UCCL) 执行成员。

psychology in explaining the Chinese grammar. From the psychological point of view, I will combine grammar rules with people's experience in real life so that the abstract grammar concepts can be converted into images and can be easily understood. Meanwhile I will simplify the Chinese deep-rooted culture through people’s sensors and perception in interaction with nature, and therefore cultural differences could be reduced and students could easily understand and accept the Chinese grammatical concepts which were formed under the strong influence of the ‘strange’ Chinese tradition and culture.

Dian Huang started teaching Chinese language at the University of Westminster in 1988. She is the Coordinator of Chinese in the University-wide Taught Language Programme of the University of Westminster. She was a Committee Member and

Chair of the British Chinese Language Teaching and Learning Society (BCLTS) from 2006 to 2009, and was an executive committee member of the Universities China Committee in London (UCCL) from 2009 to 2013.

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2017 European Chinese Language Teaching …...2017 European Chinese Language Teaching Conference 4...

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