CLTA newsletter Sept 2018

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CLTA NEWSLETTER 

Chinese Language Teachers Association (USA) 

Sept. 2018 | Volume 42 | Number 3 

ISSUE 

HIGHLIGHTS 

Changes to 

CLTA 

Newsletter 

Members’ 

Achievements 

CLTA SIG 

Updates 

1

CLATTDFDFA 

The Chinese Language Teachers Association Newsletter (CLTA Newsletter) keeps its readers informed 

about recent developments in the profession by publishing personal and institutional news and placement 

information. The newsletter is published online three times a year (in January, May and September*). An email 

will be sent to active members announcing the online publication of the newsletter. 

Cut-off dates for submission of all materials to be included in the Newsletter are December 15, April 15, 

and August 15. The ad rate is $150 full-page (6Wx8H). Ads to be included in the Newsletter can be black and 

white or in color, and each ad can be formatted in .jpg or .pdf under 1 MB. Submit ads online by filling out 

the Full-Page Newsletter Ad Form. 

A job advertisement is $300 flat-fee for posting to the CLTA emailing list, the website, and the newsletter. Submit 

your job announcement and make the payment online. A job announcement will not be made until paid. 

CLTA 

Newsletter 

Chinese Language Teacher 

Association of USA 

CLTA HEADQUARTERS 

University of Vermont 

Dept. of Asian Languages and Literatures 

479 Main Street 

Burlington, VT 05405 

Chinese Language Teachers Association-USA: 

http://clta-us.org 

CLTA Newsletter Archive: 

http://newsletter.clta-us.org 

2

CLATTDFDFA 

CHINESE LANGUAGE TEACHERS ASSOCIATION 

BOARD OF DIRECTORS 

Baozhang He 何宝璋 , College of the Holy Cross; 

Fangyuan Yuan 袁芳远 , US Navy Academy; 

Chaofen Sun 孙朝奋 , Stanford University, 

Jun Da 笪骏 , Middle Tennessee State University; 

Cilei Han 韩慈磊 ,Lake Oswego High School; 

Lung-hua Hu 胡龍華 , Brown University; 

Shuai Li 郦帅 , Georgia State University; 

Hsin-hsin Liang 梁新欣 ,The University of Virginia; 

Shijuan Liu 刘士娟 , Indiana University of Pennsylvania; 

Chan Lü 吕婵 , University of Washington; 

Lisa Podbilski 欧莉莎 , Louisville Collegiate School; 

Zhijun Wang 王志军 , University of Massachusetts Amherst; 

Yi Xu 许怡 , University of Pittsburg; 

Jie Zhang 张洁 , University of Oklahoma 

Yongping Zhu 朱永平 , University of Notre Dame. 

ELECTED OFFICERS 

President 

Baozhang He 何宝璋 

Dept. of Modern Languages and Literatures 

College of the Holy Cross 

Worcester, MA 01610 

Tell: 508-793-2299 

Email: bhe@holycross.edu 

Vice-President 

Fangyuan Yuan 袁芳远 

Languages and Cultures Department 

U.S. Naval Academy 

Annapolis, MD 21402 

Tel: (410) 298-6319 

Email: yuan@usna.edu 

APPOINTED OFFICERS 

Executive Director 

John Jing-hua Yin 印京华 


Dept. of Asian Languages and Literatures 



E-mail: jyin@uvm.edu 

Newsletter Editor 

Yang Xiao-Desai 萧旸 

Dept. of Modern Languages & Literatures 

HUM 348, San Francisco State University 

1600 Holloway 

San Francisco, CA 94132 

Email: yangxiao@sfsu.edu 

K-12 Publication Editor 

Wenxia Wang 王文霞 

College of Education 

Florida State University 

G114 Stone Building, 1114 W. Call Street 

Tallahassee, FL32306 

Email: wwang5@fsu.edu 

Webmaster 

Jun Da 笪骏 

Department of Foreign Languages and Literatures 

Middle Tennessee State University 

Murfreesboro, TN 37132 

Email: jda@mtsu.edu 

Journal Editor 

Dana S. Bourgerie, Journal Editor (2018-2020) 

Brigham Young University 

Advisory Editor 

Janet Xing 邢志群 , (2018) 

Western Washington University 

Associate Editor 

Scott McGinnis 馬思凱 

Defense Language Institute 

Review Editor 

Yu Li 李煜 

Emory University 

Editorial Board Members 

Dana Scott Bourgerie, Brigham Young University; 

Mienhwa Chiang, University of Pennsylvania; 

Matthew B. Christensen, Brigham Young University; 

Jun Da, University of Middle Tennessee; 

Shengli Feng, The Chinese University of Hong Kong; 

Nansong Huang, University of Southern California; 

Wenze Hu, US Naval Academy; 

Zhuo Jing-Schmidt, University of Oregon; 

Shijuan Liu, Indiana University of Pennsylvania; 

Chan Lü, University of Washington; 

Xizhen Qin, University of South Florida; 

Helen Shen, University of Iowa; 

Wendan Li, University of North Carolina at Chapel Hill; 

Sue-mei Wu, Carnegie Mellon University 

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CLTA NEWSLETTER SEPTEMBER 2018 

Table of Contents 

Letter from the Editor ................................................................................................................... 3 

Research Frontiers ......................................................................................................................... 9 

News from the field 

Moving to the Head of the Class - USC held its inaugural STARTALK Chinese program ........................... 4 

The 2nd Annual CLTA-WPA 6-12th Grade Students Excellent Chinese Writing Award ......................... 15 

The Italian Association of Chinese Linguistics (AILC) was established in Rome ......................................... 15 

俄勒冈州中文教师学会召开春季研习会 ................................................................................................. 16 

Highlights of K-16 Programs 

K-12 Linkages Project awarded to enhance Chinese language program articulation in San Francisco ........... 7 

Fulbright-Hays Grant funds project of K-16 Chinese language teacher training in China ............................... 8 

伍斯特学院成功开出高年级中国语言文化课《西游记》 ..................................................................... 12 

高年级汉语教学中的 “ 读 ” 与 “ 写 ”........................................................................................................... 13 

SIG Updates 

跨学科高年级汉语教学兴趣组 ................................................................................................................. 18 

哲学课程教学工作坊之一 —— 蒋冕华老师 .............................................................................................. 20 

哲学课程教学工作坊之二 —— 冯禹老师 .................................................................................................. 20 

Announcements 

The 2019 Annual Conference of the CLTA Call for Proposals ................................................................... 25 

第十三届国际汉语教学研讨会一号通知 ................................................................................................. 24 

CLTA-WPA 2018 Autumn Symposium CALL FOR PROPOSALS ........................................................ 27 

NEW Online AP® Chinese Course Approved by the College Board ........................................................ 28 

Scholarships Available to Study Intensive Chinese or Japanese with the ALLEX Foundation .................... 14 

Scholarship Support Available for Chinese/Japanese Teacher Training Program ....................................... 17 

Book News 

Mastering Advanced Modern Chinese through the Classics ........................................................................ 29 

中美跨文化交际误解分析与体演文化教学法 ......................................................................................... 30 

An Introduction to Chinese Calligraphy and Culture ................................................................................... 31 

Second Language Acquisition of Mandarin Chinese Tones ......................................................................... 32 

Developing Chinese Transitions – An Intermediate Course ........................................................................ 33 

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Advertisements 

University of Kentucky Master’s Scholarship to Teach Chinese .................................................................. 34 

Step Up to AP .............................................................................................................................................. 35 

Integrated Chinese 4 th Edition Complete Series Now Available ................................................................... 36 

The Dragon Trip.......................................................................................................................................... 37 

昆山杜克大学 ............................................................................................................................................. 38 

Hopkins-Nanjing 中美文化研究中心 ......................................................................................................... 39 

The ALLEX Foundation ............................................................................................................................. 40 

Jobs 

Professor (PR366/17-18) (Hong Kong) ........................................................................................................ 41 

Full-time Instructor (University of Mississippi) ............................................................................................. 42 

Professor in Applied Language Sciences / Bilingualism and Communication / Chinese Linguistics / Chinese 

Language Education ..................................................................................................................................... 42 

School Aged Teacher -Mandarin Immersion Program (Laguna Niguel, CA) .............................................. 43 

Faculty in Chinese Language and Literature (Baltimore, MD) ..................................................................... 45 

Part-time Instructor in Chinese (Charlotte, NC) ........................................................................................... 45 

Professor (PR366/17-18) (Hong Kong) Hong Kong Baptist University........................................................ 46 

Lecturer in Chinese (Notre Dame, IN) ........................................................................................................ 47 

《世界汉语教学》2018 第三期目录与提要 ............................................................................................. 49 

韵律语法研究第二辑 ................................................................................................................................. 54 

2


Letter from the Editor 

Yang Xiao-Desai 萧旸 

San Francisco State University 

Dear colleagues, 

Seasonal greetings from San Francisco! The cover of 

September issue features one of the 24 solar terms 

( 節氣 ), Chu Shu ( 處暑 ). Falling on August 23 rd , it 

marks the leaving of the summer heat and the 

transition to autumn. For many of our members, this 

is also the time to welcome the beginning of a new 

academic year. 

The CLTA Newsletter is similarly embracing a series 

of new changes. Following the redesigned and 

polished interface introduced from last issue, the 

September issue starts to use a new submission 

platform and introduce a few new columns. 

The new submission platform (Submit to CLTA 

Newsletter) is based on Qualtrics. Many colleagues 

have used it to submit materials for this issue, and I 

hope you found it simple and straightforward to use. 

Thanks to our web team, the link to submit has been 

updated on our CLTA website. Please do not hesitate 

to let me know if you experience any issue or 

inconvenience. 

The new columns showcase the recent achievements 

of research and practices in our community. Together 

with what have been routinely included in the 

newsletter, the newly reorganized columns will 

include the following four main categories, covering a 

wide range of topics: 

1. News and Announcement 

a. CLTA News (news from the headquarter, 

letters from presidents, major event reports, etc.) 

b. Announcements (CFPs, conferences, events, 

summer programs…etc.) 

2. Recent achievements in the field 

a. Journal articles or book chapters by CLTA 

members (100-word summaries of recent 

research publications) 

b. SIG updates (reports and activities from 

CLTA Special Interest Groups) 

c. Highlights of K-16 Chinese programs (Grants, 

awards, new program development, curriculum 

designs, pedagogy innovations, retention 

strategies, etc.) 

d. New books and software (new research books, 

textbooks, software, and teaching materials in 

the field) 

3. Jobs & Advertisements (Paid contents) 

4. Journal updates (Table of Contents from 

affiliated journals). 

In what follows, you will read highlights of 

publications by our colleagues, news and reports of 

grants awarded to our members, innovations in 

Chinese classrooms, as well as exciting updates from 

CLTA Special Interest Groups (SIG). Please join me 

to thank and congratulate everyone for the wonderful 

achievements! With the newly added content, it is my 

sincere hope that our newsletter continues to function 

as a bridge to connect members, and as an inspiration 

to engage, empower, and energize our community. 

Sincerely yours, 

Yang Xiao-Desai, Ph.D. 

yangxiao@sfsu.edu 

3


Featured Article of the Issue 

Moving to the Head of the Class 

University of Southern California held its 

inaugural STARTALK Chinese program 

By Hsiao-Yun Liao, Yi-Hsien Liu, and Christopher 

Magriney 

This summer the University of 

Southern California held its inaugural USC 

STARTALK Chinese Program teaching 

Chinese to motivated first-generation minority 

high-school students in the USC Upward 

Bound program which is designed to help 

high-school students overcome class, social, 

and cultural barriers to higher education. The 

program’s theme was “Our Identities, Our 

Heroes,” and the focus of the program was for 

students to able to talk about themselves, their 

own heroes, and be introduced to important 

people in Chinese culture, by working with 

biographical texts such as personal profiles, 

social media profiles, stories, videos, and 

other authentic materials. 

Additionally, the USC campus itself 

provided a good academic atmosphere to 

encourage students to think of themselves as 

someday being able to go to a university 

themselves. 

The program’s good-sized passionate 

and dedicated instructional team offered 

students a unique program with an excellent 

student/teacher ratio. The instructional team 

played an important, integral role in the 

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trips such as a martial arts workshop at the 

Shaolin Martial Arts Cultural Center and a 

hands-on calligraphy workshop Pacific Asian 

Museum.” 

delivery of instruction, and executed their 

roles with great enthusiasm. Each morning 

before students arrived, the team "rehearsed" 

the day's lesson in order to pinpoint what 

might be problematic in the upcoming 

lessons. In the debrief after class, the team 

troubleshot reflectively about the previous 

day's lesson, as well as reviewed teacher and 

student feedback reported on an online 

learning platform and exit cards. Teachers 

also effectively stayed in the target language, 

using visuals, pantomime, and TPR to provide 

comprehensible input. The energy and 

enthusiasm of the teachers and TAs was 

contagious, as reported by the students. 

Hsiao-Yun Liao, the program director, 

stated, “USC has one of the largest Chinese 

international student population nationwide. 

From this large pool of Chinese international 

students, we were able select the best 

candidates to act as our program teaching 

assistants. Each class had two teaching 

assistants allowing students ample 

opportunities to interact with native speakers 

in the classroom.” 

She also pointed out that the Greater 

Los Angeles community provided our 

students access to numerous authentic 

Chinese resources in terms of Chinese 

language and culture, saying, “we were able to 

plan meaningful cultural activities and field 

The USC STARTALK Chinese 

program was student centered and provided 

age-appropriate, real-life inspired curriculum 

by tailoring the language taught to reflect 

students’ background and interests. Liao 

pointed out that “we conducted a series of 

student surveys before and during the 

program to obtain information specific to the 

students such as nationality, heroes, hobbies, 

employment, family relations...” She stressed 

that tailoring the language increased student 

engagement and interest in the class. Teachers 

and TAs minimized teacher talk by 

emphasizing the gradual release of 

responsibility. Each activity maximized 

student participation. 

Backward design was also executed 

thoroughly in the program. Liao stated that the 

program instructional team could effectively 

adjust the learning activities based on the 

students’ needs keeping daily, weekly, and 

program goals in mind. The learning activities 

were effective because of the backward design. 

Assessment also played a critical role in 

the success of the program. The daily can-do 

statements were effectively assessed by the 

daily learning evidence. The students used an 

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online learning platform daily, and the TAs 

provided timely feedback every day. 

According to Liao, “using a variety of 

assessment methods, such as video, drawing, 

in class dialogues, we were able to meet the 

needs of learners with varying learning styles.” 

Students also stated that they “looked 

forward” to getting daily feedback via the 

online learning platform. 

The use of authentic material was also 

critical in bringing Chinese culture alive for the 

students. Most of whom had never had any 

contact with Chinese culture. Liao mentioned 

the the daily use of authentic videos and 

pictures, such as Olympic videos to teach 

sports and utilizing a Chinese internet 

celebrity introducing her daily life at USC all 

helped greatly. 

In the post-program survey, more than 

95 percent of the students indicated they 

would like to keep studying Chinese. Students 

also expressed that they successfully met their 

learning goals in daily exit cards. Every student 

also participated in our end-of-the-program 

interview to encourage them to self-reflect 

whether the program met their learning goals 

or not. Students overwhelmingly expressed 

that they felt they learned more than they 

expected in the program. Some saying that the 

program built their confidence in themselves, 

their ability to achieve academically, and to 

better comprehend a foreign culture. 

The USC STARTALK Chinese 

Program is currently planning its Summer 

2019 program and is looking for qualified 

instructors (especially those currently teaching 

in LAUSD) with experience teaching in 

STARTALK programs. If you are interested, 

please email us at chinesestartalk@usc.edu 

and submit pdf copies of the following: a cover 

letter, curriculum vitae, and the name and 

contact information of one referee able to 

speak to teaching abilities. All candidates must 

also include a link to a sample teaching video 

that demonstrates teaching a full class period 

of Mandarin Chinese. For a video 

introduction of the summer program, please 

follow the YouTube link below. 

6


K-12 Linkages Project awarded to enhance Chinese 

language program articulation in San Francisco 

Dr. Charles Egan, Chair of Modern 

Languages and Literatures at San Francisco 

State University in cooperation with Amy 

Gottesfeld, Supervisor of Multilingual 

Pathways Department of San Francisco 

Unified School District were awarded over 

$220,000 for a K-12 Linkages Project 

through the Language Flagship, a federal 

initiative to build language proficiency in 

critical languages. The K-12 Linkages Project, which will run from June 1, 2018 to May 31, 2019, is 

designed to better articulate and enhance K-12 Language pathways in Mandarin, Chinese throughout 

the district. Results of the of the project activities will be available as a downloadable guidance 

document published on the San Francisco Unified School District Multilingual Pathways 

Department website. 

This is the second K-12 Linkages Project 

awarded to San Francisco State University. 

The first, a collaboration among San 

Francisco State University, City College of 

San Francisco, San Francisco Unified School 

District and the Mandarin Institute, resulted 

in a concurrent enrollment program that 

provided intermediate - advanced level 

language instruction for San Francisco 

Unified School District Mandarin 

Immersion high school students. 

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Fulbright-Hays Grant funds project of K-16 Chinese 

language teacher training in China 

Dr. Wenhao Diao, Assistant Professor in the Department of East 

Asian Studies at the University of Arizona, has received a Fulbright- 

Hays grant from the U.S. Department of Education and the 

Fulbright to support her group project of K-16 Chinese language 

teacher training in China. 

Her proposed project, Education, Society, and Globalization in 

China, is a teacher training project in collaboration with two school 

districts in the region (Catalina Foothills School District and the 

Tucson Unified School District), Pima Community College, as well 

as East China Normal University in Shanghai, China. It is intended 

for K-16 teachers, who may or may not be familiar with Chinese, to 

gain knowledge about China’s culture, society, and language 

through the lens of its education system. All participating teachers 

will be guided to produce educational modules for a variety of 

courses that will involve the knowledge they have gained about 

China. These materials, furthermore, will be distributed as open educational resources on the 

platform of CERCLL (Center for Educational Resources in Culture, Language and Literacy), a 

national Title VI Language Resource Center at the University of Arizona. The goal of this project, 

therefore, goes beyond simply providing linguistic and cultural training for the participating students; 

it aims to enable teachers in southern Arizona and even nationally to incorporate China into their 

curricula. 

The project consists three stages: a four-day pre-departure language and culture training, a four-week 

in-country seminar component, and a post-seminar stage that allows the participating teachers to 

have continued discussions and share their educational modules using the online platform. During 

the in-country seminar stage, all participants will attend lectures provided by scholars researching the 

history and culture of China’s education and society, visit a variety of schools (public, private, local, 

and foreign), and travel to three cities (Shanghai, Nanjing, and Beijing), each of which occupies a 

distinctive place in China’s history and education. Throughout the project, participating teachers 

will also be paired up with Chinese K-16 educators and engage in both telecollaboration and reallife 

discussions. They will also take Mandarin language classes in small groups. Evidence-based 

assessment tools (e.g., questionnaires, reflective journals, group interviews) will be used during the 

project to ensure the accomplishment of the goals. 

This project is designed based on the success of the existing Arizona-in-Shanghai program and the 

Department of East Asian Studies at the University of Arizona, which has been providing Chinese 

language and culture courses since 1960s. It received great support from the World Languages 

program at the Catalina Foothills School District, which has a Chinese immersion program at its 

Sunrise Drive Elementary School, and Pima Community College, which also has a Chinese language 

program. It will be operated jointly by the Department of East Asian Studies at CERCLL at the 

University of Arizona. 

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Research Frontiers 

Chen, T. (2018). Joint contribution of reading subskills to character meaning 

retention in L2 Chinese. Journal of Psycholinguistic Research. Retrieved from 

https://doi.org/10.1007/s10936-018-9594-3. 

This study answers two research questions: (1) What are the relationships among L2 

learners’ radical knowledge, character knowledge, and character meaning retention? 

(2) To what extent do radical knowledge and character knowledge independently 

and jointly contribute to character meaning retention? Fifty-six English-speaking L2 

Chinese collegiate participants in the U.S. completed a character retention scale and 

four linguistic knowledge tasks (radicals and characters) after two character-learning 

sessions. The main findings showed that radical knowledge and character knowledge 

independently accounted for 23% and 34% of the variance of character meaning 

retention, respectively. Their joint contributions explained 41% of the outcome variance. The results suggest 

a combinational character-teaching approach when learning new compound characters. 

Chen, T. (in press). The contribution of morphological awareness to lexical 

inferencing in L2 Chinese: Comparing more-skilled and less-skilled learners. 

Foreign Language Annals. 

Learners’ ability to infer unknown words’ meanings (lexical inferencing) plays a key 

role in word knowledge development for L2 learners. It has recently been 

acknowledged that learners’ sensitivity to word-internal structures (morphological 

awareness) makes an important contribution to L2 lexical inferencing. However, it 

remains unclear whether the contribution of morphological awareness to lexical 

inferencing is affected by L2 learner-related factors (e.g., language skills). Data 

obtained from five paper-pencil tasks in Chinese for 73 L2 learners who studied 

Chinese for two semesters in China showed that (1) for more-skilled learners, 

morphological awareness significantly contributed to lexical inferencing with and without contextual cues, 

whereas no significant relationships existed between morphological awareness and lexical inferencing for lessskilled 

learners; and (2) L2 learners’ morphological awareness does not equally facilitate lexical inferencing 

due to a possible threshold of linguistic knowledge. The findings have implications for learners’ success in 

inferring the meanings of unknown words. 

Jin, L. (2018). Digital affordances on WeChat: learning Chinese as a second 

language. Computer Assisted Language Learning, 31(1-2), 27-52. 

Adopting affordance as a theoretical and analytic construct, this study investigates 

using qualitative research methods what language development affordances WeChat, 

one of the most popular Social Networking Systems in Chinese-speaking 

communities, provided to two university-level Chinese language learners while they 

were studying abroad in an intensive language program in Shanghai. Four 

affordances were identified. The results also show that each affordance was 

manifested differently with each language learner due to unique communication 

norms on WeChat, each language learner's Chinese language proficiency, and their 

personal preference in WeChat communication. Pedagogical implications are also provided to guide 

educators and L2 users as to how to take advantage of WeChat for language learning. 

9


Koda, K. & Ke, S. (2018). Advanced reading proficiency in collegiate foreign 

language learners. In P. A. Malovrh & A. Benati (Eds.), The Handbook of 

Advanced Proficiency in Second Language Acquisition (pp.483-501). Wiley- 

Blackwell. 

We defined advanced reading proficiency as the ability to use available resources in 

two languages to construct, analyze, and reflect on text meanings in the target language. 

Our analyses of proficiency guidelines and three Chinese advanced‐level textbooks 

revealed that reading development is viewed as a gradual increase in the ability to 

detect main ideas and significant details of written texts that demand progressively 

more sophisticated knowledge of the target language. The prevailing practice provides 

limited opportunity for using the cognitive skills and conceptual knowledge in the native language as resources 

to enhance reading comprehension in a foreign language. 

Pelzl, E., Lau, E., Guo, T., DeKeyser, R., C. (2018). Advanced second language 

learners’ perception of lexical tone contrasts. Studies in Second Language 

Acquisition. 

While people tend to believe tones are difficult for non-tonal language speakers, 

relatively little research has examined the long-term outcomes of Mandarin Chinese 

second language learners. This research article tries to answer the following questions: 

Do tones remain difficult for advanced learners? If so, are tones difficult to hear in 

isolation? Are they difficult to use when recognizing words in isolation or in sentences? 

To investigate these issues, we carried out three experiments using behavioral and 

neural measures. Results suggest advanced Chinese learners excel at identifying tones in isolation, but have 

consistent difficulty using tones to recognize multi-syllable words. 

Wu, S.-L. & Ma, Y. (2018). An investigation of perfective and experiential aspect 

“guo” in pedagogical grammars: Analysis of three common American textbooks. 

Chinese as a Second Language Research, 7(1), 171-193. 

Guo ( 过 ) as both a perfective and experiential aspect marker is an important 

grammatical device which indicates the internal temporal structure of an event or 

situation in Mandarin Chinese. The two types of guo are distinct in their syntactic 

structure and function, which has been well documented in the field of Chinese 

linguistics but has not yet been incorporated into the field of teaching Chinese as a 

second language. This study discusses the differences between the two types of guo 

and offers sample grammatical explanations and contextualized activities. 

10


Wu, S.-L. (2017). The planning, implementation, and assessment of an 

international internship program: An exploratory case study. Foreign Language 

Annals, 50(3), 567-583. 

This exploratory case study reported the planning, implementation, and assessment 

of an international internship undertaken in a Taiwanese company by an American 

university student who was operating independently abroad. The model required the 

student to establish learning objectives, self-assess language use and learning strategies, 

and engage in critical reflection. Weekly oral journals and pre/post language 

proficiency test results revealed substantial progress in Chinese linguistic skills and 

deeper professional knowledge. 

Zhang, L. (in press). A study into the prototypicality of Chinese labile verbs. 

Cognitive Semantics 

This paper analyzes Chinese labile verbals under the framework of cognitive 

construction grammar. As an isolating language in which causative (transitive use) or 

anticausative (intransitive use) is not morphologically marked, Chinese is particularly 

rich in labile verbals. Two factors grounded in human cognition are revealed 

determining verbal lability in Chinese: change of state and spontaneity of the event. 

Change-of-state events give way to two competing profiling strategies, realized as a 

transitive construction and an intransitive construction, respectively. The degree and 

direction (transitive-dominated or intransitive-dominated) of verbal lability are 

sensitive to the likelihood of spontaneous occurrence of the event. 

11


伍斯特学院成功开出高年级中国语言文化课《西游记》 

游自荧 College of Wooster 

2017 年秋季学期 , 伍斯特学院 (The 

College of Wooster) 中文系经过一番摸索 , 开 

出高年级语言文化课《西游记》, 并获得成 

功。这门课不仅是高年级语言课 , 也是文学 

和宗教课 , 满足学校文化类、艺术和人文类 

以及宗教类三种通选课的要求。课程设定的 

选课名额是 15 名 ,2017 年秋季和 2018 年秋 

季均是满员。因为高年级学中文的美国学生 

数量少 , 这门课第一次向中国学生开放 , 允 

许美国学生和中国学生共同坐在一个班上 , 

一起学习讨论中国的语言、文学、宗教和文 

化。因为是混班教学 , 这门课有两套教材体 

系。美国学生读北京少年儿童出版社 2007 年 

出版的汉语拼音简化版《西游记》, 中国学 

生读世德堂本《西游记》原著。美国学生和 

中国学生同时观看中央电视台 1986 年版电视 

连续剧《西游记》, 并阅读詹纳尔的全英文 

译本。同时 , 上课过程中穿插讨论《西游 

记》研究的重要英文文献 , 以及中国宗教的 

介绍。每次上课学生都有发言和讨论 , 老师 

做出评分。期末学生需要写一篇期末论文 , 

并做期末报告。论文中英文不限 , 但要求至 

少八页 , 参考文献至少有五个。最后学生们 

选的研究话题非常广泛 , 有研究《西游记》 

三教合一思想的 , 有考究长生不老观念的 , 

有分析孙悟空、唐僧、沙和尚、白骨精等形 

象的 , 有探讨妖精的重要性的 , 有剖析小说 

宗教寓意的 , 有探究小说中人和动物关系 

的 , 有分析 “ 三打白骨精 ” 故事变迁的 , 有探 

究小说作者对佛教看法的 , 有深度解析真假 

美猴王故事的 , 有探讨师徒四人性格变化 

的 , 等等。学生们的期末发言非常精彩 , 论 

文写得也非常好。 

这门课向中国学生开放 , 是为了解决 

高年级中文课美国学生生源不足的问题。欧 

柏林学院的李恺老师说 , 中国学生是我们宝 

贵的资源 , 值得好好珍惜。这门课从最初设 

计到最后定型 , 受益于凯尼恩学院白建华老 

师组织的俄亥俄五校联盟高年级中文教学法 

的工作坊。当时俄亥俄五所文理学院教中文 

课的老师们对于课程的设计和落实提出了非 

常多宝贵的意见 , 包括精读和泛读结合、讲 

座和讨论结合、中文和英文双语教课、上课 

重视文本分析等等。这些建议最后都落实到 

具体实践中 , 并产生了非常好的效果。 

在教课过程中 , 我个人的具体收获主 

要有以下几点 :1. 学生潜力无穷 , 他们会教 

会彼此很多东西。2. 不少中国学生爱看中文 

小说 , 还有学生会用文言文写诗。一起读古 

典名著《西游记》, 不仅让他们深入发掘自 

己的特长 , 也让他们更深入地理解了自己的 

文化。3. 有学生的家人是佛教徒 , 有学生家 

里经营佛教寺庙。他们文化背景多样 , 课堂 

讨论有很多思想火花的碰撞。4. 相信学生 , 

让学生自己做主。一开始我自己设计讨论问 

题 , 后来我让他们自己问问题 , 不少问题都 

非常有意思。比如 , 为什么妖精抓了唐僧不 

赶紧把他给吃了 ? 孙悟空一开始法力无边 , 

为什么后来保唐僧取经一路上总被各路妖精 

打败 ? 沙和尚到底有什么用 ? 

授课中我也遇到一些挑战。有一位美 

国学生特别挣扎 , 觉得内容太深 , 语言能力 

不够 , 于是这门课很快转为中英文双语教 

授。我在讲清代刘一明《西游原旨读法》 

(1778) 时 , 有中国学生看不懂文言文 ( 美 

国学生直接读英文译文 )。如何平衡不同学 

生的不同需求 ? 如何照顾到学生不同的语言 

能力 ? 如何深入浅出讲古代文学批评史的内 

容 ? 这是我需要进一步探索的问题。有学生 

建议加入当代根据《西游记》改编的影视和 

文学作品 , 根据学生的提议 , 我在 2018 年秋 

季学期的课程中加入了当代今何在的小说 

12


《悟空传》以及同名电影作品。这门课有保 

留电影《大话西游》的讨论 , 但如何让美国 

学生更好地理解这部电影 , 也是我需要进一 

步着力的地方。 

目前在中美贸易大战和国际局势动荡 

的大形势下 , 如何保住在美国的中文项目的 

生源 , 如果应对当下的生源危机 , 这是很多 

学校的中文老师们都在思考的问题。在跨学 

科高年级汉语教学微信群中 , 不少老师都认 

为争取中国学生是非常可行的一条路径。欧 

柏林学院的李凯老师已经积累了很多宝贵的 

经验 , 而伍斯特学院正是循着这条路径在慢 

慢探索。不少中国学生读高中就来到美国 , 

或者国内就读于国际学校 , 在美国读大学 , 

他们有自己的文化乡愁 , 也期望更深入地了 

解中国的文学和文化瑰宝。将他们吸引到高 

年级语言文化课 , 不仅满足了他们的需求 , 

也帮助了美国学生更好地学习中文。 

高年级汉语教学中的 “ 读 ” 与 “ 写 ” 

Man HE 何曼 , Williams College 

“ 读写不分家 ” 算得上是高年级汉语教 

学中的老生常谈。如何做到阅读与写作的有 

效融通 ? 如何帮助高年级汉语学生完成从 “ 我 

手写我口 ” 到写出结构清晰、文法通达的文章 

的过渡 ? 这些都是笔者在威廉大学 (Williams 

College) 备课、授课中考量的重点。在此与各 

位同仁探讨。 

在具体讨论之前 , 值得澄清的一点是 

读写结合训练并不只专属于高年级教学 , 而 

是从低年级到高年级一以贯之的教学目标。 

威廉大学中文项目固定开设一年级到四年级 

的八门中文课程。同时 , 在师资允许的情况 

下 , 我们也开设跨学科高级汉语课程 (Domain 

Courses), 各位教授根据自己的专长开设不同 

主题、内容的高级汉语课程 , 形式分为牛津 

式教学 (tutorial)、半牛津式教学、大班授课等 

1 

不同形式。从一年级到高级汉语课程 , 威廉 

大学的中文课都会拣选符合学生阅读能力的 

文本 (authentic text), 与课本穿插使用。 

自 2015 年开始 , 笔者负责中文四年级 

的教学。我采用的教材是《文化纵横观》 2 。 

秋季学期 401 上前六课 , 春季学期 402 上后六 

课。这些资料并不足够撑起整个学期 , 所以 

需要拣选、填充补充资料资料。目前效果最 

好的一个补充资料是围绕林语堂的话题。材 

料包括林语堂写的《中国有臭虫吗 ?》, 林语 

堂女儿林太乙的一篇回忆录文章《父亲的发 

明》( 有删节 ) 以及一篇关于林语堂发明打字机 

3 

历史的疏理。这组材料包括议论文、散文、 

还有说明成分比较重的小学术论文。我强调 

学生应该把各种资料放在一起有三个原因 :1) 

学生能阅读理解模仿不同文体 ;2) 学生从三 

四年级就要想写文章的时候要有问题意识 , 

要知道怎么找一些资料帮助自己把一个观点 

阐释清楚。林语堂话题让学生有机会了解如 

何讨论林语堂的现代性 , 可以从哪些方面入 

1 

2016 年虞丽教授 (Williams College) 在 2016 年 ACTFL 

年会上组织了 Designing Theme-Based Domain Courses 

from Advanced to Superior Levels Panel, 详细讨论过关于 

高级汉语课的教学方式、方法。 

2 

Kun Shan Carolyn Lee, Hsin-Hsin Liang, Liwei Jiao, and 

Julian K Wheatley eds. The Routledge Advanced Chinese 

Multimedia Course: Crossing Cultural Boundaries, edition 

2, Routledge, UK, 2014. 

3 

我在上海档案馆找到过一张广告 , 有兴趣的老师也可以 

看一下 Tsu, Jing. Sound and Script in Chinese Diaspora. 

Harvard University Press, 2010. 

13


手 ;3) 还是语言问题。跟鲁迅比起来 , 林语 

堂已经好读很多了 , 但还是要把学生拉回到 

当下让学生意识到语言的发展跟演变。除了 

林语堂的话题 , 我还用了余华的小小说《两 

个人的历史》。还让学生自己找描述历史的 

小文章 , 然后把自己找的资料跟余华的文章 

做对比。效果也很好。 

帮助学生拣选适当的文本阅读 , 目的 

也是为了帮助学生练习写作。说到写作训练 , 

威廉大学 402 中文课一共分五个步骤 :1) 工 

作坊 (workshop) 讲怎么写开题报告 ;2) 学生 

找到要用的中文材料 , 然后进行描述总结 ;3) 

学生找跟论文题目相关的文章 ( 中、英文均 

可 ), 然后用中文总结分析。在这一环节 , 要特 

别提醒学生不能翻译而是阅读 , 分析 , 然后 

总结 ;4) 把写好的文章精炼到 10 分钟的讲演 

稿做期末报告 ;5) 最后成文。我在 2018 年春 

季的学期中文 402 课上有 12 名学生 , 能做到在 

第二、三、四步骤后安排跟学生的一对一讨 

论。在讨论的时候 , 让学生主要谈两件事请 

学生讲为什么要选这样的材料 , 怎么选的 , 

以及怎么成文的 ; 学生对我的批改建议的看 

法。最后我阐述为什么要这么改。 

在帮学生改作文的时候 , 笔者坚持让 

学生从细节到宏观 , 实践语言的 “ 模仿 ” 与 “ 带 

着问题意识 ” 的构思。我会鼓励学生使用在课 

文中学过的书面语 , 把用得合适的书面语、 

过渡上下文的连接词标记出来 , 给予充分的 

肯定。同时也要求学生在行文过程中 , 不要 

只考虑具体文法准确性 , 同时也要重视文章 

结构。在与学生进行讨论修改文章的时候 , 

把语法错误标出来但并不帮着改 , 而是举课 

本中使用正确的例句。讨论的大部分时间用 

在跟学生商讨如何使用、安排研究所得的材 

料 , 怎样能突出学生的研究问题以及结论。 

从反馈来看 , 这样的安排让学生体会了真正 

用中文研究、写作的过程 , 得到了学生的好 

评。 

Scholarships Available to Study Intensive Chinese or Japanese at 

Washington University in St. Louis this Summer with the ALLEX Foundation 

Study Chinese or Japanese: http://www.allex.org/summer 

The WUSTL-ALLEX Intensive Chinese and Japanese Institute will offer intensive beginning level classes 

in Japanese and Mandarin Chinese at Washington University in St. Louis for seven weeks this summer. 

Each class meets for 2 hours per day, 5 days a week for 7 weeks. The course is intensive and requires 3-5 

hours of mandatory self-managed study per day. 

This program is designed to train students to speak and listen to Chinese or Japanese, and to introduce 

students to reading and writing the language. At the end of the course students will be expected to perform 

in all four skills speaking, listening, reading and writing at a basic level of proficiency. Students will not only 

learn to speak the language; they will also develop an understanding of Chinese or Japanese interpersonal 

behavior. The ultimate goal is to teach students not just to speak Chinese or Japanese, but to function 

successfully in Chinese or Japanese culture to present yourself as an intelligent person in the culture using 

the language. Students will learn to speak and perform correctly in a variety of social situations. 

Scholarships are available. 

For more information please visit: 

http://www.allex.org/summer or call 98-401-0085 

14


西賓州中文教師學會 ( 西宾州中文教师学会 ) 

The Chinese Language Teachers Association of 

Western Pennsylvania (http://clta-wpa.org) 

Serving Chinese Language Teachers in Western Pennsylvania and Surrounding Areas 

The 2nd Annual CLTA-WPA 6-12th Grade Students Excellent 

Chinese Writing Award 

西宾州中文教师学会中学生优秀作文奖励 

(Reported by Sue-mei Wu, CLTA-WPA & Carnegie Mellon University) 

In Spring 2018 The Chinese Language Teachers Association of Western Pennsylvania (CLTA- 

WPA, ) successfully organized the 2 nd Annual CLTA-WPA Excellent Chinese 

Writing Award event for 6-12 th 

grade students. The first CLTA-WPA Excellent Chinese Writing 

Award for middle and high school students was held in 2017. Following the success of that event, 

and with great interest in continuing to encourage 6-12 th 

grade students in the western PA area in 

their Chinese studies, CLTA-WPA organized the Excellent Chinese Writing Award event again in 

2018. A great number of works by students from various middle and high school institutions in 

western PA were selected and received official recognition of their awards from CLTA-WPA in the 

summer of 2018. For more information on the Excellent Chinese Writing Award, please visit the 

CLTA-WPA website: . 

The Italian Association of Chinese 

Linguistics (AILC) was established in 

Rome 

The Italian Association of Chinese Linguistics 

(AILC) was established in Rome in 2017. The 

Association was created by a group of scholars 

who in 2014 started a series of conferences, the “Study Days on Chinese Linguistics”. 

The AILC is a not-for-profit association, aiming at promoting and disseminating scientific research 

on theoretical and applied Chinese Linguistics. The Association also aims at developing exchange 

and collaboration among Italian and foreign scholars in Chinese linguistics, respecting the basic 

principles of freedom of thought, speech and research. 

Following the successful editions of the Study Days on Chinese Linguistics held in Venice (2014), 

Milan (2015), Rome (2016) and Naples (2017), the Fifth edition of the Study Days on Chinese 

Linguistics promoted by the Italian Association of Chinese Linguistics (AILC) will be held at the 

Catholic University of the Sacred Heart, Milan, Italy, on November 23 and 24, 2018. 

News about AILC can be found at https://linguisticacinese.wixsite.com/ailc. 

15


俄勒冈州中文教师学会召开春季研习会 

Reported by Cilei Han 

Chinese Language Teachers Association– Oregon 

俄勒冈州中文教师学会 

2501 Country Club Road, Lake Oswego, OR 97034 

Email: clta.oregon@gmail.com, Web: http://www.clta-or.org/ 

母亲节前夕 ,5 月 12 日星期六 , 俄勒冈 

州中文教师学会假 Catlin Gabel School 召开了 

本年度的春季研习会。从早上九点到下午四 

点 , 共计 23 位教师参加了本次新颖别致、富 

有成果的活动。 

Catlin Gabel School 小学部中文教师唐桂 

民博士和胡北宁老师共同展示了 “An 

Exploration of Innovative Chinese Teaching 

Models- A study of a Context-based Model” , 

重点介绍了在恰当语言环境下进行中文教学 

的重要性和意义 , 并给出了教学框架建构。 

其中唐博士联系孔子名言与西方教学理论之 

呼应 , 令大家赞不绝口。 

Catlin Gabel School 高中部中文教师田凤 

英老师和波特兰州立大学嵇凌老师共同演示 

了 “Experiential Education: Student Self-Directed 

Learning” , 让老师们以学生的视角从 “ 纸飞 

机试飞 ” 的任务学习过程中体会到了实践性学 

习对学生能力提升的重要性 , 并且配合 Kolb 

Learning Cycle 学习设计有意义性的学习活动 , 

培养学生自主思考及反思的能力。 

Catlin Gabel School 初中部中文教师郑莉 

玲老师介绍了 “Differentiated Instructions Made 

Practical’ Routines” , 针对不同学生提出了公 

平性、访问性、严谨性和参与性的教学思考 

框架。 

Lake Oswego 学区高中中文教师韩慈磊 

老师在 “An Analysis of a Teaching Video Clip in 

a Chinese Language Classroom” 中引用美国课 

堂教学实况录像 , 介绍了最新师资评价体系 

在中等教育、非沉浸式中文课堂教学中的应 

用 , 对老师们作好课后反思提出了有益的参 

考辅助。 

波特兰公立学区沉浸式中文项目小学教 

师高瑞媛老师生动展示了 “Classroom 

Management Plans for New Teachers to Keep 

Students Engaged in a Diverse Mandarin 

Immersion Class” , 不仅让老师们讨论体验了 

小学课堂的有效管理方法 , 还让大家切实了 

解了学生在不同年龄 , 不同家庭环境 , 不同 

学校理念作用下的多种表现。可以说高老师 

的讲座让我们真正领略到了因材施教的意义。 

本次研习会的另一亮点是首次颁发《俄勒 

冈州中文学业优异奖》证书 , 共计 6 所学校 , 

11 位学生获得本奖项 ! 吕丽娜教授向学校代 

表教师颁发了奖状 , 并给与热情肯定与鼓励 , 

希望以后更多的学校能参加到这项活动中来。 

在此感谢田凤英老师 , 率领嵇凌、刘娇和夏 

勤老师为这个活动所奉献的时间与巨大努力 ! 

获奖学校与学生名单为 : 

• Catlin Gabel School- Ruby Sandobal, 

Mathus Leungpathomaram and 

Benjamin Karp 

• Franklin High School- Yin Ka Chan, Aria 

Chen and Xin'ao Lu 

16


• Hope Chinese Charter School- Calvin 

Huang, Joo An Kong, Malka Kranowski 

and Mason Chen 

• Lake Oswego High School- Hongsheng 

Chen and Sonja Bergstrom 

• Lakeridge High School- Cole Bryant 

与会各位老师均对本次活动予以高度评 

价。会后 , 学会理事会成员召开了总结与展 

望短会 , 将在新的 2018-19 学年中为大家进一 

步做好志愿工作。 

另外 , 还要感谢 Catlin Gabel 的全体中文 

教师开放校园和他们的华美教室 ; 高瑞媛、 

方冬雪、刘娇、Maria Lavelle 和王墨老师为大 

家做好会员登记收费、午餐采买和无声拍卖 

的记录 ; 刘苑老师和 Maria Lavelle 带来新的 

教学资源信息 ; 还有郑莉玲老师为大家烹煮 

咖啡 , 韩慈磊老师分享坚果饼干等。 

Scholarship Support Available for Chinese/Japanese Teacher Training 

Program 

Sponsored by Washington University in St. Louis and the ALLEX Foundation [www.allex.org] 

Washington University in St. Louis and the ALLEX Foundation will again offer an intensive teacher training 

program for Chinese and Japanese instructors this summer from mid-June to early-August. The WUSTL- 

ALLEX Chinese & Japanese Teacher Training Institute is an intensive course for current language teachers 

or those who plan to enter the field. The program provides the foundation for future instructors to teach 

Chinese or Japanese and gives substantial tools to current teachers to reinforce and strengthen their programs. 

It is a hands-on course, and effective methodology in teaching Chinese and Japanese to North Americans is 

emphasized over a theoretical analysis of the language. 

Mari Noda (Ohio State University) is Academic Director; Ginger Marcus (Washington University in St. 

Louis) serves as On-Site Academic Director. Faculty have included Masayuki Itomitsu (Linfield College), 

Cornelius Kubler (Williams College), Yu Li (Williams College), Rachel Wayne (Ohio State University), 

Liao Hao-hsiang (MIT), Kanako Yao (Washington University), Yongfang Zhang (Wofford College), and 

many others. 

Successful graduates will receive credits from Washington University and a certificate of completion. 

Significant substantial scholarship support is available. 

For more details on the course and registration information please visit the ALLEX Website: 

http://www.allex.org/teacher-training/overview/ 

17


SPECIAL 

INTEREST 

GROUPS 

Sign up for the Special Interest Group(s) of 

your choice with the SIG Registration 

Form. 

• Chinese as a second language 

research 

• Chinese Language Film Education 

Exchange (CLFEdEx) CLTA 中文電 

影教學興趣小組 

• Chinese Language Learning for 

Children (CLLC) 儿童学汉语 

• Chinese Teachers Education and 

Training 中文教师教育与培训 

• CLTA Educational 

Technology (CLTA-Ed Tech) 

• Content-based Chinese Language 

Courses at Advanced Levels 跨学 

科高级汉语教学 

• Context-based Inter-disciplinary 

CFL Curriculum: Research and 

Practice 

• Intercultural Competence for 

Chinese Teachers and Learners 中 

文师生所需的跨文化能力 

• K-12 Classroom and Methodology 

K-12 中文课堂教学与方法论 

• K-5 Chinese Immersion 

• L2 Chinese Pronunciation 

Teaching and Research group (L2 

Chinese PTR)/ 二语语音教学与研 

究 

SIG Updates 本期亮点 

跨学科高年级汉语教学兴趣组 

By 梁新欣 (Hsin-hsin Liang) 

The University of Virginia 

2018 年 4 月 6 日《跨学科高年级汉语教学兴趣组》 

在美国中文教师 (CLTA) 年会上举办了第一次的工 

作坊 , 由弗吉尼亚大学梁新欣老师策划 , 宾夕法尼 

亚大学蒋冕华老师和布兰戴斯大学冯禹老师主持。 

本次工作坊的主题为《以中国哲学思想为主题的高 

年级汉语课 : 构思与实践》。精彩的教学示范和讲 

座使参与者受益匪浅。这两场工作坊荣获 2018 年 

Cheng & Tsui 最佳 SIG 奖。 

蒋老师以冯友兰所著《中国哲学简史》一书 

中的三章内容为教材 , 以工作坊在场的五十位老师 

为 “ 学生 ”, 实际示范教学了一小时。冯禹老师以 

讲座的方式 , 讲述了中国哲学思想里的几个重要概 

念、为美国学生编写中国思想史教材的基本原则、 

注意事项及教师对中国哲学的一些常见误解。会后 

两位老师均与参加工作坊的老师进行了长时间的交 

流互动。两位老师在工作坊前布置的 “ 思考题 ”、 

阅读书目和文章、蒋老师的工作坊 PPT、冯老师的 

讲座录像 URL 和讲座内容记录都已上传至本兴趣组 

的网站。欢迎感兴趣的老师们进入网站浏览。网址 

为 https://pages.shanti.virginia.edu/Contentbased_Chin_lang/ 

《跨学科高年级汉语教学兴趣组》也有一个 

微信群 , 每月第一个周六开放 , 欢迎 CLTA 现任会员 

入群。我们不组织定期讨论 , 但鼓励大家随性讨论 

与高年级汉语教学相关的议题 , 如分享教学心得、 

教学实践、课程设计、教学信息等。对于群里讨论 

过的具体议题 , 已由群里的老师结集整理 , 至今已 

有 12 篇讨论纪录 , 均已上传至本兴趣组网站。我们 

计划每年在美国中文教师年会举办工作坊 , 邀请业 

界一至二位教师分享高年级实际教学操作和跨学科 

知识 , 俾使教师对高年级教学有所认识。这是我们 

的愿景。 

18


哲学课程教学工作坊之一 —— 蒋冕华老师 

1. 工作坊 

前的阅读材料 : 

1) 冯友兰 : 

《中国哲学简 

史》第一章中 

国哲学精 ; 第 

二章中国哲学 

的背景 ; 第二 

十六章更新的儒学中的另一派 : 宇宙 

心学。在线阅读 : 99 藏书网 

http://www.99lib.net/book/1180/index.ht 

m 

2) Yu-lan Fung, Derk Bodde A Short 

History of Chinese Philosophy ( 百度上 

找得到英文版 ) 

第一章思考题 : 

1) 根据冯文中国哲学的功能是什么 ? 为 

什么我们说哲学有改变或塑造人生观 

的价值 ? 

2) 冯怎么解释哲学与宗教的不同 ? 冯 

言 :“ 将来的世界里 , 哲学将取代宗教地 

位 , 这是合乎中国哲学传统的。“ 他这 

么说依据的逻辑是什么 ? 这样的未来 

可能不可能 ? 

3) 依据《论语》《老子》的文字 , 中国 

哲学家怎么表达自己的思想 ? 

4) 

第二章思考题 : 

1) 大陆性的地理环境和农业社会的经济背 

景如何影响了中国哲学的发展 ? 

2) 冯文指出海洋国家的人聪明善经商 , 大陆 

国家的人善良善务农的不同。由此外延 

我们怎么指导学生比较东西方社会和哲 

学的不同 ? 

3) 冯文引用了哪一首诗说明中国传统艺术 

与中国哲学的最高境界是一致的 ? 

第二十六章思考题 : 

1) 王守仁如何解释《大学》的三纲领 , 八 

条目 ? 

2) 《大学》的三纲领 , 八条目和内圣外王 

思想是不是能引起学生兴趣的讨论题目 ? 

3) 根据阳明心学 , 圣人有什么特质 ? 中国的 

圣人和西方的圣徒有什么不同 ? 成圣难 

还是成仙难 ? 

4) 哲学课程的教学法 

2. 蒋老师的实际教学过程 

蒋冕华 2018 哲学教学 workshop PPT.pdf 请访 

问 SIG 网站 , 或点击以下图片链接。于 PPT 

第 34 张蒋老师说到 , 哲学课程的教学方式是 

“ 老师不必垄断思想、主导思想 , 而是鼓励学 

生与古人为友 , 与古人思想对话 ”。在蒋老师 

整整一个小时的教学示范中 , 她以实际教学 

展示了教学如何从师生问答、师生 / 生生讨 

论的互动方式做到了鼓励学生与古人为友 , 

与古人思想对话。 

19


哲学课程教学工作坊之二 —— 冯禹老师 

工作坊前的 

阅读材料 : 

1) 张岱 

年 : 中国哲 

学大纲 ( 如 

果你没有这 

本书 , 可以 

在线阅读 ) 

http://m.ishare.iask.sina.com.cn/f/209025 

65.html 

2) 张岱年 :Key Concepts in Chinese 

Philosophy ( 这本书是张岱年原作的 

另一本书 , 西方学者翻译成英文 , 耶 

鲁出版社出版 , 许多大学的图书馆应 

该有这本书 ) 

3) 布兰戴斯大学自编的作为高年级汉语 

教材的《中国哲学问题史》的样张 

( 将在不久后送给大家 ) 

工作坊前的思考题 : 

1) 大部分中国哲学史或中国思想史都是 

按照历史发展、思想派别和人物为线 

索编写的 , 只有很少数几本书是以概 

念、范畴为线索编写的 , 这两种方法 

有什么不同 ? 各有什么优缺点 ? 

2) 北美的汉语学习者直接阅读张岱年等 

学者的汉语著作有哪些困难和问题 ? 

为什么要编写适合他们的教材 ? 

3) 老子所说的道生一 , 一生二 , 二生三 

是什么意思 ? 道这个范畴是怎样发展 

出来的 ? 

4) 你觉得在中国历史上哪些君主符合儒 

家的 ” 王道 “ 的描述 ?“ 王道 ” 和 “ 霸道 ” 

的区别是什么 ? 

5) 庄子妻死 , 鼓盆而歌是一个著名的故 

事 , 这个故事是否代表了庄子对于生 

死问题的根本看法 ? 为什么 ? 

6) 大乘佛教讲 “ 色即是空 ”, 很多人的理 

解是看破红尘的意思 , 但是为什么又 

讲 “ 空即是色 ” 呢 ? 你怎么理解和解 

释 ? 

7) 许多著名学者说 “ 天人合一 ” 是中国哲 

学 , 甚至是整个中国传统文化的根本 

特点 , 你同意这个说法吗 ? 为什么 ? 

8) 中国哲学的重要范畴 “ 气 ” 有许多不同 

的英文翻译 , 例如 vital energy, 

material force, ether 等等 , 你觉得哪种 

翻译是最好的 , 为什么 ? 

9) 假如你编写一篇课文 , 题目是《知与 

行》, 你会怎么写 , 大致写哪些内 

容 ? 

冯老师工作坊发言要点 (2018 年 8 月修订 ) 

1. 中国思想史 / 哲学史的两种写法 

中国哲学史的有两种写法。大部分著 

作 , 例如著名的任继愈的四卷本《中国哲学 

史》, 是以不同时代的思想家、哲学家为线 

索写的。例如先秦思想史 , 就会分别介绍老 

子、孔子、墨子、孟子、庄子等思想家 , 从 

他们的生平开始 , 讨论他们的思想与时代的 

关系。目前中国哲学方面的书籍多数是以历 

史发展为线索而编写的 , 但也有少数著作是 

以哲学概念和问题的历史发展为线索写的 , 

其中最著名的是张岱年先生的《中国哲学大 

纲 — 中国哲学问题史》。在我看来 , 张先生是 

受到了德国的文德尔班的《哲学史教程》的 

影响 (Wilhelm Windelband), 该书讲的是 

西方哲学 , 是以哲学概念的发展演变而不是 

一个个哲学家为线索 , 是这种写法写的西方 

哲学史中名气最大的一本。 

那么 , 这两种写法各有什么优缺点 

呢 ? 第一种写法更强调哲学家的社会背景和 

个人经历对思想的影响 , 容易看到某个哲学 

家思想的特异性 , 也更强调哲学的社会历史 

背景。而后一种方法强调哲学思想发展的内 

在逻辑 , 强调跨越时代的哲学观念的连续 

性 , 甚至可以说其中一些问题具有超越时间 

和空间的永恒性和普世性。两者都是重要 

的 , 但是对于美国的汉语学习者说来 , 后者 

似乎更为合适 , 因为至少可以避免太多的人 

名、地名的专有名词以及各种陌生的年号、 

官职和事件等等 , 学生可以把注意力集中在 

20


哲学思想和问题本身 , 也有助于他们进行跨 

文化的哲学思想的对比。从方法论上说 , 第 

一种写法的教材比较容易上成介绍课 , 第二 

种写法的教材比较容易上成讨论课 , 更能激 

发学生的兴趣。学生对中国历史知识了解虽 

然有限 , 但教师可以利用中国哲学内涵中的 

普适性概念 , 例如 :“ 利义 ”,“ 知行 ” 等 , 再结 

合学生自身和当代世界现状进行讨论。因为 

中国哲学讨论的很多问题都是跨时代跨地域 

的 , 它们的最初提出当然有某种特殊的社会 

历史背景 , 但是问题本身并不会过时。 

当然 , 后者也不可能完全不谈个别思想 

家。 

那么 , 是否可以直接把张先生的书拿过 

来作为教材呢 ? 在我看来 , 这恐怕行不通 , 

因为书内有大段的古文引文或艰深晦涩的表 

达 , 我们不应该把古文作为中国哲学课的先 

修条件。因此就需要我们编写适合学生使用 

的教材。这就要求我们做到 : 研究的问题要 

深入 , 表达的方式要浅出 , 既不能使用大白 

话 , 也要尽可能避免古文古语等晦涩艰深的 

表达。张先生的另外一本书 , 已经有了英译 

本 , 叫做 Key Concepts in Chinese Philosophy 

可以作为辅助教材或教学参考书。 

链接 : 

文德尔班《哲学史教程》章节目录 : 

https://baike.baidu.com/item/ 哲学史教程 

张岱年《中国哲学大纲》章节目录 : 

https://baike.baidu.com/item/ 中国哲学大 

纲 %EF%BC%9A 中国哲学问题史 /15118233 

2. 为美国学生编写的中国思想史教材的一些 

基本原则 

目前我们正在编写一本专门为美国汉语 

学习者的《中国哲学问题史》, 在编写前 , 

我们讨论并确定了下述的编写原则 : 

每一篇课文是一个重大的哲学思想问 

题 , 是对一个、一对或者几个相近的概念的 

讲解和讨论。我们需要既关注问题和概念的 

背景历史 , 又要引导学生关注概念和问题本 

身的意义 , 我们认为这样做比较有利于学生 

进行讨论。 

我们需要启发学生做古今对比 , 研究这 

些概念在中国历史上的发展变化 , 包括对当 

代中国文化和社会的影响 ; 也按照著名的 5C 

原则中的 “ 比较 ”, 鼓励学生做中西对比。但 

是在课文中 , 一般不对西方哲学进行介绍。 

课文的语体应该以不是非常艰深的现代 

汉语书面语为主。目前许多关于中国哲学史 

或思想史的著作语体上常常是文白掺杂 , 特 

别是介绍哲学家的生平的时候常常直接引用 

古文 , 介绍哲学观点的时候更是常常援引原 

著的文言 , 没有学习过古汉语的学生很难理 

解。但是一些哲学概念和命题本身就是从古 

文中来的 , 无法彻底避免。我们的原则是 , 

引用一般不超过四个字的短语 , 如 “ 知行合 

一 ”、“ 格物致知 ” 等等。更长的引用就要翻译 

成现代汉语。而使用的现代汉语不应该是口 

语或大白话 , 应该使用典型的现代汉语书面 

语或者说标准的论文体。这样可以帮助学生 

在未来掌握阅读相干的学术论文的能力。 

生词表中除了英文翻译 , 如果可能的 

话 , 也要用简单的汉语来解释艰深的概念。 

扩展阅读包括相关中国哲学原著的今译和英 

文文献。 

我们不但需要设计思考题 , 而且需要设 

计语言实践活动。例如 ,《力与命》这一 

课 , 就可以让学生们采访中国人 , 问他们是 

否相信命运的存在等等。 

这本教材的定位是相当于四年级 - 五年 

级汉语课的水平。这个暑假 , 我们在 CET 北 

京语言强化项目的 400 班和 500 班合班试讲 

了一课 , 学生们对课文很感兴趣 , 认为语言 

的难度也比较合适 , 希望能够学习更多的东 

西。 

我们希望能尽快编好这本书 , 考虑到这 

个等级的学生人数不多 , 我们打算采用电子 

书的形式。 

3. 在给外国学生讲中国思想史的时候需要注 

意的一些问题 

目前的美国汉语教学 , 特别是美国高中 

的汉语教学 , 在讲中国传统文化的时候太 

浅 , 我们之所以要进行中国思想史的教学就 

是要让美国汉语学习者更多地了解中国文化 

的深层结构。教学中需要力戒 “ 六化 ”。 

第一是庸俗化或谐谑化。把严肃的哲学 

思考变成了 “ 戏说 ”, 编造一些本来不存在的 

故事或者添油加醋来增加趣味性。比较典型 

的例子是从 “ 子见南子 ” 演义出孔子与南子之 

21


间的暧昧关系等等。一些老师认为哲学思考 

太抽象 , 太深奥 , 编一些搞笑的故事可能有 

利于学生学习。其实 , 兴趣不等于趣味。中 

国哲学的吸引人的地方正是因为深刻性和实 

用性的结合 , 把中国哲学庸俗化才会让学生 

失去学习中国哲学的兴趣。 

第二是丑化。延续五四运动中对传统文 

化一概否定的极端看法 , 认为中国传统哲学 

一无是处 , 远逊西方哲学 , 专门介绍中国哲 

学中的糟粕的部分 , 例如裹小脚之类 , 而且 

把中国哲学家都描写成表面上道貌岸然 , 其 

实一肚子男盗女娼的负面形象。例如讲宋代 

大儒朱熹 , 就讲他与尼姑和儿媳的不正当关 

系 ( 其实是政敌诽谤而且误读原文 ) 等等。 

如果中国哲学和哲学家真是这样不堪 , 那实 

在没有必要再让美国学生去学习了。 

第三是简单化 , 也就是英文所谓的 

oversimplification. 中国哲学的可贵之处就是在 

于它是深刻复杂的 , 包括儒家、道家、佛 

家、法家、墨家等不同的体系。一个常见的 

看法是把中国哲学简化为儒家 , 例如说中国 

哲学主要是研究道德问题 , 其实这是不准确 

的。五四运动时期一些学者对中西哲学进行 

非常粗略的比较 , 得出了一些似是而非的结 

论 , 例如中国哲学主静 , 西方哲学主动 ; 中 

国哲学是一元论 , 西方哲学是二元论等等。 

这种结论对中国哲学而言是过分简单化 , 对 

于西方哲学也是过分简单化。笛卡尔的思想 

不能代表整个西方哲学。 

第四是玄学化。大概是从老子的 “ 道可 

道 , 非常道 ” 出发 , 有些老师在讲中国哲学的 

时候强调 , 中国哲学不能用西方的逻辑去理 

解 , 甚至根本无法清楚地进行定义 , 只能通 

过内省、修行去体悟。这种说法不是一点道 

理都没有 , 内省、修行是中国和印度哲学的 

重要部分 , 但是这并不妨碍对基本的哲学思 

想来做定义。 

第五是传教化。我们让学生学习中国思 

想史 , 不是要让学生放弃自己的信仰和思维 

方式而接受中国哲学。当然一些学生在学习 

后可能会受到中国思想的影响。但这并不是 

我们教学的目的 , 我们只是启发学生去比 

较 , 去思考。一些老师开宗明义地告诉学 

生 , 西方哲学已经不能解决世界上的各种问 

题 , 已经陷入死胡同 , 只有中国哲学才能救 

世界。这种传教式的教学是有害的。我们应 

该鼓励的是文明对话 , 各个文明间的对话有 

助于解决世界上现存的各类问题。 

第六是考据化。对中国哲学进行专业研 

究的确涉及许多考据问题 , 例如 ,《老子》 

到底是《德经》在前 ( 马王堆本 ) 还是《道 

经》在前 ( 通行本 )? 又例如 , 儒家的五行 

是 “ 仁义礼智信 ” 还是 “ 仁义礼智圣 ”? 等等。还 

有就是很著名的老子在前还是孔子在前的争 

论。这些考据不能说不重要 , 但是作为一门 

为汉语学习者的中国思想史课程 , 这些考据 

问题不应该成为学习的重点 , 完全可以避 

开。 

4. 对于中国哲学一些常见的误解 

作为讲授中国思想史课程的老师 , 自己 

对中国哲学的理解要准确。而目前网上乃至 

于出版物上关于中国哲学存在不少误解 , 一 

些所谓的专家犯了一些知识性的错误。所 

以 , 这次讲座 , 我想重点谈谈一些比较常见 

的误解。 

第一个误解是关于 “ 王道和霸道 ”。在现 

代汉语中 ,“ 霸道 ” 是不讲道理的意思 , 是完 

全负面的东西。但是在战国时期 , 王道和霸 

道都是正面的。王道的典范是商汤、周文 

王、周武王等夏商周三代的圣王 , 而霸道的 

典范是春秋时期的齐桓公、晋文公等五霸。 

霸道绝不是不讲道理的 “ 无道 ”, 不是夏桀、 

商纣等昏君所实践的那样的政治。实际上 , 

按照朱熹的解释 , 汉文帝、唐太宗等被后人 

看作英明君主的政治实践都是霸道。所谓霸 

道 , 按照儒家的解释就是把成就功业、强国 

富国为治理国家的目标。在儒家看来 , 虽然 

这比无道要好很多 , 但是并不是儒家所真正 

推崇的。真正的王道是纯粹的以仁义治理国 

家 , 只讲道德 , 不讲功利。错杀一人得到整 

个天下 , 这样的事情霸道是可以做的 , 但是 

王道绝对不做。而三代以后的所有君主都在 

计较利益得失 , 所以完全没有一位君主是在 

实践王道。他们所谓的独尊儒术实际上只不 

过是仁慈一些的霸道。王道和霸道之辨显示 

出孟子以及从孟子发展出来的理学的绝对的 

理想主义的色彩。 

第二个误解是关于 “ 中庸 ”。具体说来 , 

主要是对 “ 庸 ” 的解释。很多人是用现代汉语 

22


的平庸或者庸碌无为来解释这个庸字。其 

实 , 儒家著作讲得很清楚 , 庸者用也 , 就是 

说强调的是实用性。所谓中 , 就是不走极 

端 , 避其两端 , 这样就会有人会从数学的角 

度去找中点 , 而这不是儒家本来的意思 , 儒 

家的中是可以实践的或者说是实用性的中 , 

不应该钻牛角尖去寻找绝对的中 , 而是要从 

有用有效的角度去考虑。目前中庸的英文翻 

译一般是 Mean 或者 Golden Mean, 其实更准 

确的翻译应该是 Applicable Golden Mean。 

第三个常见误解是关于庄子的生死观。 

由于《庄子》书中的庄子妻死 , 鼓盆而歌的 

故事给人的印象太深刻 , 所以很多人认为庄 

子的思想就是认为生与死都是纯自然的过 

程。但其实庄子哲学的特点就是层次性 , 对 

于一些重大问题 , 常常又多层次的探讨 , 我 

们不能只看到一个层次而忘掉其他层次。在 

我看来 , 至少可以分为以下几个重要层次 : 

第一 , 避免无谓的死亡 ; 第二 , 死亡是自然 

的 ; 第三 , 死亡是解脱苦难的方式 ; 第四 , 

通过与道合一而实现长生不死。第四个层面 

或阶段才是庄子的最高追求。道教正是从这 

个地方出发而建立起的一种宗教 , 但是在如 

何实现长生不死这个问题上采取了不同的方 

法。 

第四个常见误解是关于大乘佛教的色与 

空。许多人把大乘佛教的空解释为道家的虚 

无 , 也就是什么都没有。当你把世界上的形 

形色色的感性事物看成是虚无的以后 , 你就 

解脱了。但是其实《心经》上说得很明白 , 

色不离空 , 空不离色 ; 色即是空 , 空即是 

色。用虚无可以理解色即是空 , 但是却很难 

解释空即是色。大乘佛教哲学的色空必须从 

因果的角度去理解。所谓空是不真的意思 , 

在这种哲学看来 , 真或者真正的存在是永恒 

而不会变化的 , 是不依赖于任何原因也不会 

产生结果的东西。而现实世界的事物都是因 

因而起 , 也会产生结果 , 因此是不真。但是 

这个不真并不是一无所有的虚无。我们说空 

和说色都是在说因果。因为因果 , 事物既不 

是有 , 也不是无。关于这个道理 , 阐述得最 

透彻的是僧肇的《不真空论》。 

第五个在我看来是误解的东西现在几乎 

成为定论 , 很多人说 , 中国哲学的特点就是 

“ 天人合一 ”, 甚至可以说这是中国文化的根 

本特点。根据他们的解释 , 天人合一就是人 

与自然的和谐共处。这个思想是在 20 世纪 

40 年代由一些学者提出 , 后来得到了许多一 

流学者的认同。我之所以认为这是误解 , 原 

因在于两个方面。首先 , 大部分中国儒家思 

想家的确讲过类似天人合一的话 , 但是他们 

所说的天人合一基本上是指天理与人性的一 

致 , 都是仁义礼智 , 并不是在讲人和自然的 

关系。同时他们又都讲天人相分 , 那是指天 

命与人力的区别 , 主张人应该专注于道德修 

养和知识学习等人的方面而不要考虑功名利 

禄寿夭等天决定的东西。更重要的是 , 当我 

们讲天人合一是中国哲学的特点的时候 , 我 

们等于在说只有中国哲学是这样。西方和印 

度哲学都不是这样。实际上 , 印度哲学 , 具 

体说是占主流地位的印度教哲学 , 高度强调 

最高神与精神自我是一个东西 , 所谓梵我一 

如。所以无论从中国思想的发展上看还是从 

比较哲学的意义上看 , 天人合一是中国哲学 

的根本特点都是无法站住脚的看法。是一种 

对中国哲学和比较哲学的误解。 

冯禹 :《天与人》, 重庆出版 ,1990 

向世陵、冯禹 :《儒家的天论》, 齐鲁书 

社 ,1991 年 

23


第十三届国际汉语教学研讨会一号通知 

为适应国际汉语教育形势的发展需要 , 根据世界汉语教学学会理事和广大会员的建议 , 世界汉语 

教学学会、孔子学院总部 / 国家汉办与北京大学将于 2018 年 11 月联合举办第十三届国际汉语教学研 

讨会。届时将邀请世界各地的专家学者、一线教师、国际语言教学与传播等有关机构代表等参加 

会议。现将会议有关事项通知如下 : 

一、会议时间地点 

时间 :2018 年 11 月 8—9 日 

地点 : 中国北京 

二、会议主题 

研讨会主题 : 新时代国际汉语教学研究与发展 

分专题 ( 具体方向包括但不限于 ): 

(1) 跨学科新理论视角下的国际汉语教学研究 

(2) 国际汉语教学与评估标准研究 

(3) 国际汉语教师本土化建设研究 

(4) 国际汉语教学课程设计和教学模式研究 

(5) 中国文化与中国国情研究与教学实践 

(6) 汉字教学中的文化要素及其教学与研究 

(7) 新技术新媒体新思维在国际汉语教学中的探索与应用 

三、参会方式 

1. 报名者需登录世界汉语教学学会网站 www.shihan.org.cn, 点击登录研讨会系统 , 在线注册报 

名 , 同时提交 500 字的论文摘要和 2-4 个关键词。会议网站将于 8 月 18 日开通。 

2. 会议组委会将组织专家对论文摘要进行匿名审核 , 并向审核通过者发出正式邀请函。 

3. 论文代表收到邀请函以后请在线提交全文。参会论文经过评审后 , 将参加 “ 第五届创新论文 

奖 ” 评奖并结集出版。 

四、会议费 

1. 与会代表往返旅费、食宿费自理。 

2. 会议费 :1000 元人民币。世界汉语教学学会会员享受 50% 优惠。 

五、会议语言 

本次大会的工作语言是汉语。 

六、重要时间点 

报名和提交论文摘要的截止日期 :9 月 20 日 

邀请函发送及提交论文全文日期 :9 月 25 日 

七、联系人 

联系人 : 世界汉语教学学会秘书处关蕾 

电话 :86-10-58595999 86-10-58595938 

邮箱 :shihanxuehui@hanban.org 

会议相关事宜 , 请及时关注世界汉语教学学会网站 www.shihan.org.cn。 

24


The 2019 Annual Conference of the CLTA Call for 

Proposals 

The Chinese Language Teachers Association, USA (CLTA) is now calling for proposals for its 2019 

Annual Conference to be held at Hilton Seattle Airport and Conference Center on April 5-7, 2019. The 

objective of the 2019 CLTA Annual Conferences is to provide a forum for Chinese teachers, scholars and 

school administrators to exchange ideas and report the latest results in their teaching and research in the 

areas of Chinese language acquisition, pedagogy, grammar, or new instructional technology. During the 

2019 CLTA Annual Conference, the 4th Regional Association Conference will also be held, and 

representatives of the regional associations affiliated with CLTA will report their best practices and 

professional development projects. We encourage Chinese teachers and researchers all over the United 

States and around the world (including non-CLTA members) to submit proposals and to attend the 2019 

CLTA Annual Conference to share your teaching experiences and research results. 

Proposal Submission and Deadline 

Proposals, written in either English or Chinese, are acceptable, and the language used must be the same 

language used at the conference presentation. Please submit your proposal at http://clta-us.org/clta-annualconference/ 

before October 15, 2018. One person must submit only one proposal. The other proposals by 

the same person will not be considered. All proposals will be reviewed anonymously by invited reviewers. 

Acceptance of proposals will be notified through email by November 15, 2018. 

Three types of proposals are accepted. You must indicate at the top of the page which category your 

proposal is. 

1. Individual Papers. This category is for proposals to present research results of empirical studies for a 

twenty-minute presentation (including Q&A). The proposal must include a. name(s) of the presenter(s), 

contact information, and professional affiliation(s); b. the title and abstract should not exceed 300 English 

words or 450 Chinese characters; c. a summary with no more than 60 English words, or 90 Chinese 

characters, to be used in the program. 

2. Panels. This category is for proposals to have an hour-long panel with three, or four, papers on a 

common theme. The papers can be related to empirical studies, or to explore issues between theory and 

practice, or both. Each panel must have a representative submitting a proposal, which should include a. 

names of the panelists, contact information, and professional affiliations; b. the main theme of the panel; c. 

individual topics and abstracts for each paper altogether should not exceed 500 English words. or 750 

Chinese characters; d. a summary with no more than 100 English words, or 150 Chinese characters, to be 

used in the conference program. 

3. Technique Demonstrations. This category is for proposals to present a demonstration to share with 

colleagues the most interesting and effective teaching activities in eight minutes. The demonstration should 

focus on a language skill, a linguistic construction/lexical item, or a clearly articulated learning objective. The 

proposal should include A) name of the presenter, contact information, and affiliation; B) the name of the 

demonstrated activity; C) a brief introduction, in no more than 100 English words, or 150 Chinese 

characters, with the needed proficiency level of the intended students for whom the activity is intended, the 

specific linguistic construction for which the activity is intended, or the type of skill that the activity is all 

about. 

In addition, the CLTA Conference Committee and other CLTA subcommittees will organize the following 

events: 

25


1. Professional Development Workshops. This 1-hour long professional workshop aims to enhance 

participants’ professional knowledge/skills in acquisition theories, research methods, material 

developments/analyses, teaching technique or job interview. Fees will be charged to the participants. 

2. Roundtable Forum. 6-8 speakers and a mediator will be invited to form a panel and discuss their 

different views on a topic. The time duration is two hours (using two consecutive time periods for a 

panel). Each speaker can make a brief presentation on his/her view for 5-8 minutes. The rest of the time 

will be used to interact with audience. 

Conference and Contact Information 

Conference website: http://clta-us.org/clta-annual-conference/ 

All inquiries about the annual meeting should be sent to: AnnualMeetingCLTA@gmail.com 

Award Categories 

1) The Tao-chung Ted Yao Memorial Award 

2) The ChinaSprout Presentation Award 

3) The Cheng & Tsui SIG Awards 

Award Eligibility Considerations Aside from specific eligibility rules set for each individual award, the 

following general rules of consideration apply to all award categories listed in this guideline: 

1) Each year one applicant can only apply for one award; 

2) Previous awardees should not be considered for the same awards; 

3) Please indicate at the beginning of the abstract which award you would like to apply. 

For detailed information on the qualifications/nomination, procedures and deadline, please check 

at http://clta-us.org/awards/ 

Registration 

Registration Rates* for the 2019 CLTA Annual Conference 

By 12/15/2018 By 01/31/2019 By 04/01/2019** 

Early Bird Advance Regular 

Member $210 $270 $330 

Student member $160 $220 $280 

Non-member $290 $350 $410 

Student non-member $200 $260 $320 

* The registration rates cover the meals during the conference (two dinners and one 

lunch). Breakfast is included in the hotel room rate. 

We are looking forward to seeing you at the 2019 CLTA Annual Conference in Seattle. 

Conference Committee 

Conference Chair: 

Professor Yuan, Fangyuan (U.S. Naval Academy) 

Program Chair: 

Professor Wang, Zhijun (University of Massachusetts Amherst) 

Members: 

Professor Bi, Nyan-Ping (University of Washington) 

Professor He, Baozhang (College of the Holy Cross) 

Professor Yin, John Jing-hua (University of Vermont) 

26


CLTA-WPA 2018 Autumn Symposium CALL FOR PROPOSALS 

西賓州中文教師學會 2018 年秋季研討會誠邀論文 

• Time 時間 : 9AM-5PM, Sunday 星期日 , October 14, 2018 

• Place 地點 : Carnegie Mellon University 

• Host 主辦單位 : The Chinese Language Teachers Association of Western Pennsylvania (CLTA- 

WPA, http://clta-wpa.org) 西賓州中文教師學會 

• Symposium Organizing Committee: Sue-mei Wu 吳素美 (Chair, CLTA-WPA founder & 

president), Yueming Yu 于月明 (CLTA-WPA vice president) and Gang Liu 劉剛 (CLTA-WPA 

Treasurer), CMU 

• Special thanks to the following sponsors: Confucius Institute of Univ. of Pittsburgh; MA in 

Applied SLA, CMU & Chinese Studies Program, CMU. 

I. The symposium welcomes submission of proposals in all strands of teaching and learning of 

Chinese language and culture. Potential topics include (but are not limited to) the following: 

• The K-12 Classroom and the Articulation of K-12 and K-16 

• Content-based Instruction: Theory and Practice in CFL 

• Chinese Grammar in Teaching and Learning 

• Materials Design and Development, Culture and Language Learning 

• Testing and Assessment 

• Heritage Learners 

• Innovative Classroom Teaching and Learning 

• Second Language Acquisition: Theories and Applications in CFL 

• Computer-Assisted Language Learning 

• Chinese Study Abroad 

• CFL Demo Teaching: We strongly encourage the submission of proposals on CFL DEMO 

TEACHING 中文教學演示 (15 min) 

II. Only 2018-2019 CLTA-WPA members are eligible to submit panel (80 min, 3-4 presenters) 

individual paper presentation (20 min) or CFL demo teaching (15 min) proposals. Registration and 

meals are FREE for members. 

III. Membership and registration form: All attendees are required to register using the following 

Google form. New and continuing members need to fill out the following Google form to establish 

or renew their membership. (note: You can also copy and paste the link to your web browser): 

https://goo.gl/forms/OeSzzXXzCaLZxnYy1 

IV. Proposal Submission Guidelines: 

1. Language: Chinese or English; Submission Deadline: Sept 14 (Fri, by 5PM), 2018 

2. Format: Submit a half-page abstract (no more than 150 words, Word file, title, 2-3 key words, 

author(s) English and Chinese names, affiliation(s), e-mail(s), indicate whether individual paper, 

panel, or demo teaching) to Sue-mei Wu: suemei@andrew.cmu.edu 

27


NEW Online AP® Chinese Course Approved by the College 

Board 

Approved by the College Board, Ponddy’s AP ® 

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students to learn Chinese even if their high school 

doesn’t provide a course. Teachers and schools can 

partner with Ponddy to put their students on the path 

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graduating from immersion middle school programs, 

heritage or high proficiency learners. It is full-year 

online course taught by live, certified instructors with 

a maximum of 3 students per class. 

The high school’s AP Coordinator/Administrator 

can select Ponddy as the online/distance provider for the AP ® Chinese course which will then appear on the 

AP College Board ledger enabling students to earn high school credit. After the course, students will be ready 

to take the AP ® Chinese exam. Ponddy will donate $100 to your school for each referral. 

Ponddy’s AP trained instructors use Smart Textbooks designed using Artificial Intelligence to personalize 

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28


Mastering Advanced Modern Chinese through the 

Classics 

An Advanced Language and Culture Course 

Shu-Ling Wu and Haiwang Yuan 

Published in 2018 by Routledge 

Mastering Advanced Modern Chinese 

through the Classics is a textbook to 

teach those who wish to achieve an 

advanced or native proficiency and 

cultural competence in modern Chinese, 

as well as to experience the beauty of 

Classical Chinese literature. 

Collecting representative works 

containing vibrant views of Chinese 

culture from different dynasties, this 

book is focused on how the grammatical 

patterns, vocabulary, and idioms that are 

found in Classical Chinese are relevant 

in the modern adaptation of the 

language, and how the accumulated 

traditional values and beliefs found there 

still shape the thinking and lifestyle of 

modern society. 

Online resources including audio, 

answer keys, and instructor aids will be 

part of the teaching package. 

“Mastering Advanced Modern Chinese through the Classics fills the gap in teaching Chinese as a 

second language by providing well-designed lessons that make the study of Classical Chinese 

accessible. The linguistic and cultural knowledge presented in this book is indispensable for all 

learners of Chinese.” 

Ying-Che Li, Professor Emeritus, University of Hawaii, USA 

“Due to lack of suitable teaching material, Classical or Literary Chinese has become a subject 

unavoidable for learners and intractable for teachers of Chinese. By means of balancing between 

breadth and depth; connecting the past to the present; and integrating the four language skills of 

listening, speaking, reading, and writing; this book has successfully alleviated this difficulty faced by 

learners and teachers.” 

Yubian Ma, Zhengzhou University, China 

29


中美跨文化交际误解分析与体演 

文化教学法 

俄亥俄州立大学秦希贞博士的专著《中美 

跨文化交际误解分析与体演文化教学法》一书近 

日由外语教学与研究出版社出版发行 

(ISBN:9787513592994)。本书从日常生活中典 

型的中美跨文化交际误解案例入手 , 深入浅出地 

分析了误解产生的原因 , 揭示了文化对交际行为 

的影响 , 并以此为契机 , 介绍了一种有效培养外 

语学习者跨文化交际能力的教学方法 —— 体演文 

化教学法。此外 , 该书还提供了初、中、高级汉 

语课的三个教学案例 , 为读者具体展示了该教学 

法的课堂教学内容和方法 , 具有很强的实用性。 

本书非常适合用作汉语教学师资培训教材 , 或者为计划赴美从事汉语教学工作 

的国际汉语教师以及汉语国际教育专业学生阅读参考。该书目前已经入选国家汉办赠 

书网。 

【本书特色】 

1. 通过真实、生动的案例 , 展示中美跨文化交际中的误解和冲突 ; 

2. 用认知心理学 “ 故事 ” 的概念和 “ 五要素模型 ” 分析误解产生的原因 , 探讨文化对 

交际行为的影响 ; 

3. 介绍体演文化教学法独特的教学理念 , 探索培养跨文化交际能力的原则和方法 ; 

4. 提供初、中、高级汉语课的教学案例 , 使体演文化教学法的具体实践方法一目了 

然。 

30


An Introduction to Chinese Calligraphy and Culture 

中國書法與文化 

An easy-to-use guide for beginners of all ages 

Huiwen Li ( 李惠文 ), Lifen Han ( 韩丽芬 ), and George Becker ( 贝克平 ) 

ISBN: 978-1-936323-67-8 

Publisher: MSL Academic Endeavors 

This book introduces to beginners the key points of Chinese calligraphy both as a culture phenomenon and 

writing skill. It specifically includes the history of Chinese calligraphy, types of calligraphic script, tools and 

materials, and writing techniques. For teaching purposes an assignment part is also added. Users can take 

advantage of it to enhance the effects of teaching and learning. If users intend to know more about Chinese 

calligraphy, the book lists extended reading materials at the end of each chapter. We hope that users can 

benefit the most from this publication. 

Contents include the following main topics: 

1. Introduction to Chinese Scripts and Basic Writing Skills Overview (including stroke/character 

writing I) 

2. The Evolution of Chinese Characters, Calligraphy Writing Tools, And Writing Techniques 

(stroke/character writing II) 

3. Early Forms of Calligraphy, Confucius And Lao Tzu, and Writing Techniques (stroke/character 

writing III) 

4. Calligraphy and Writing Techniques in the Qin (221 BC–206 BC) and Han Dynasties (206 BC– 

220 AD), and Writing Techniques (stroke/character writing IV) 

5. Calligraphy During the Three Kingdoms Period and Jin Dynasty, and Writing Techniques 

(stroke/character writing V) 

6. The Stelae Calligraphy Style in the Northern and Southern Dynasties, and Writing Techniques 

(stroke/character writing VI) 

7. Highest Expressions of Calligraphy: Tang Dynasty and the Eight Techniques Of 永 , and Writing 

Techniques (stroke/character writing VII) 

8. The Song Dynasty: Its Distinctive "Skinny, Golden" Style of Calligraphy, and Writing Techniques 

(stroke/character writing VIII) 

9. Calligraphy in the Yuan, Ming, and Qing Dynasties, and Writing Techniques (stroke/character 

writing IX) 

10. Chinese Calligraphy in the Republican Period (1912 - Present), and Writing Techniques 

(stroke/character/whole piece writing) 

31


1) Second Language Acquisition of Mandarin Chinese Tones 

Second Language Acquisition of 

Mandarin Chinese Tones 

Beyond First-Language Transfer 

Author: Hang Zhang 

Tones are the most challenging aspect of learning Chinese pronunciation for 

adult learners and traditional research mostly attributes tonal errors to 

interference from learners’ native languages. In Second Language Acquisition 

of Mandarin Chinese Tones, Hang Zhang offers a series of cross-linguistic 

studies to argue that there are factors influencing tone acquisition that 

extend beyond the transfer of structures from learners’ first languages, and 

beyond characteristics extracted from Chinese. These factors include 

universal phonetic and phonological constraints as well as pedagogical 

issues. By examining non-native Chinese tone productions made by speakers 

of non-tonal languages (English, Japanese, and Korean), this book brings 

together theory and practice and uses the theoretical insights to provide 

concrete suggestions for teachers and learners of Chinese. 

Readership 

This book will be of interest to researchers and graduate students in the fields of 

second language acquisition and Chinese linguistics, as well as Chinese 

instructors and Chinese language learners. 

Print Publicat ion Dat e: 

26 Apr 2018 

Available Form at s: 

• E-Book 

• Paperback 

ISBN: 9789004364790 

Publishers: Brill | 

Rodopi 

Series: 

Utrecht Studies in Language 

and Communication, 

Volume: 33 

Subject s: Phonetics & 

Phonology, Language 

and Linguistics, Applied 

Linguistics, Language 

and Linguistics, Languages 

of Continental 

South-East Asia, Language 

and Linguistics, 

China, Asian Studies 

For more information see brill.com 

MyBook: 

Printed E-book for € 25 / 

$ 25 

brill.com/ mybook 

Order information: Order online at brill.com 

For the Americas call (toll free) 1(844) 232 3707 | or email us at brillna@turpin-distribution.com 

For outside the Americas call +44 (0) 1767 604-954 | or email us at: brill@turpindistribution.com 

Submission information: brill.com/authors 

32


Developing Chinese Chinese Fluency Transitions – An Intermediate Course 

TRANSITIONS 

An Intermediate Course 

Phyllis N i Zhang ( 张霓 ), George W ashington University 

Contributors: 

Li Wei ( 卫立 ), Rollins College; Fan Liu ( 刘帆 ), Yale University; Ninghui Liang ( 梁宁辉 ), Yale University 

Published by Cengage Learning, 2017 

这套中级教程通过基于中国背景的视频故事和日常话题 

带动学练过程、促进学习者尝试日常交流。教学围绕听 

读理解、日常沟通、演示表达等交际需要 , 配合文化知 

识和交流讨论推动综合技能的发展。 

主要特点 : 

采用建构模式 : 本教程采用自下而上的建构式学习方 

式 , 以词、句、段、文 ( 点、线、面、体 ) 的程序层层深 

入、逐步构建。每个单元不是以一篇 “ 课文 ” 为主 , 而 

是由一系列环环相扣的 ‘ 学练用 ’ 活动及任务组成。 

强化听说能力 : 本教程利用视频的多媒体呈现优势来营 

造语言环境 , 强化听说 , 以达到多重教学目的和效果。 

力求综合平衡 : 本教程以主题词汇 + 交际功能为纲 , 注 

重口头交流和读写技能的平衡发展。 

扩展主题词汇 : 词汇学习是外语能力发展的关键 , 系统 

地扩展主题词汇有助于表达的流利与准确。 

围绕个人需要 : 本教程从个人话题着眼 , 逐步扩展并深 

入个人交际话题 , 以便向中高级话题和技能过渡。 

本教程适用于大学中级课程 , 可接续本系列初级教程《你我他》及其他大学初级教程。 

索取免费样书或详细信息请联系作者 Phyllis Zhang: zhang@ gwu.edu; 微信 : gwzhangni 

33

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The ALLEX Foundation 

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Jobs 

Professor (PR366/17-18) (Hong 

Kong) 

Hong Kong Baptist University 

FACULTY OF ARTS 

Department of Chinese Language and Literature 

Professor (PR366/17-18) 

The Department seeks to appoint a tenure-track 

position of full Professor with the expertise in 

Ancient Chinese Cultural Studies, such as 

Confucian Studies, Chinese Cultural History 

Studies, Chinese Intellectual History Studies, 

Literary and Cultural Studies, etc. The appointee 

is expected to have the qualities and track records 

as an academic leader in teaching and 

research. Other duties include: (a) teaching 

courses in Ancient Chinese Cultural Studies and 

relevant subjects; (b) supervising students in thesis 

writing; (c) preparing course syllabi; and (d) 

performing administrative duties assigned by the 

Head of Department. 

Applicants should have a PhD degree in Chinese 

Language, Chinese Literature, Chinese Culture, or 

a relevant discipline. The appointee is expected 

to be a leading scholar in Ancient Chinese Cultural 

Studies or relevant disciplines with an exceptional 

track record of high-quality research and scholarly 

publications. 

Applicants are required to specify how their 

qualifications match the above requirements in a 

cover letter and provide supporting documents in 

his/her application. 

Initial appointment will be made on a fixed-term 

contract of three years commencing January 2019 

or no later than September 2019. Reappointment 

thereafter is subject to mutual 

agreement and availability of funding. 

Those who have responded to the advertisement 

posted in May 2018 need not re-apply 

Remuneration package includes 

retirement/gratuity benefits, annual leave, medical 

41


and dental scheme, housing assistance and 

relocation allowance wherever appropriate. 

Salary will be commensurate with qualifications 

and experience. 

Application Procedure: 

Applicants are invited to submit their applications 

at the HKBU e-Recruitment System 

(jobs.hkbu.edu.hk). Applicants are requested to 

send in samples of publications/creative works, 

preferably three best ones out of their most recent 

publications/works and recent teaching evaluation 

results. Applicants should also request two 

referees to send in confidential letters of reference, 

with PR number quoted on the letters, to the 

Personnel Office (Email: recruit@hkbu.edu.hk) 

direct. Applicants not invited for interview 4 

months after the closing date may consider their 

applications unsuccessful. All application 

materials including publication samples, 

scholarly/creative works will not be returned after 

the completion of the recruitment exercise unless 

upon request. Details of the University’s Personal 

Information Collection Statement can be found 

at http://pers.hkbu.edu.hk/pics. 

The University reserves the right not to make an 

appointment for the post advertised, and the 

appointment will be made according to the terms 

and conditions then applicable at the time of offer. 

Closing date: 27 October 2018 

Full-time Instructor (University of 

Mississippi) 

The Department of Modern Languages at the 

University of Mississippi seeks one permanent 

full-time Instructor for its intensive Chinese 

Language Flagship Program. The instructor will 

teach all levels of Chinese language and culture 

following the program’s curriculum and guidelines. 

Candidates must demonstrate substantial training 

and experience in teaching Chinese to American 

university students, as well as work in second 

language acquisition. M.A. degree or equivalent in 

Chinese, second language acquisition or linguistics 

and native or near-native proficiency in Mandarin 

Chinese are required. 

This 9-month position is renewable annually 

subject to on-going funding and pending positive 

evaluations. Visit [https://jobs.olemiss.edu/] to 

complete an application and upload your resume, 

names and contact information for three 

references, and a letter of application. Review of 

applications begins immediately and will continue 

until the positions are filled or an adequate 

applicant pool is established. The University of 

Mississippi is an EEO/AA/Title VI/Title 

IX/Section 504/ADA/ADEA employer. 

Professor in Applied Language 

Sciences / Bilingualism and 

Communication / Chinese 

Linguistics / Chinese Language 

Education 

THE HONG KONG POLYTECHNIC 

UNIVERSITY 

The Hong Kong Polytechnic University is a 

government-funded tertiary institution in Hong 

Kong. It offers programmes at various levels 

including Doctorate, Master’s, and Bachelor’s 

degrees. It has a full-time academic staff strength 

of around 1,400. The total annual consolidated 

expenditure budget of the University is in excess 

of HK$7.5 billion. 

DEPARTMENT OF CHINESE AND 

BILINGUAL STUDIES 

Professor in Applied Language Sciences / 

Bilingualism and Communication / Chinese 

Linguistics / Chinese Language Education (Ref. 

18071907) 

The Department of Chinese and Bilingual Studies 

is one of the constituent departments of the 

Faculty of Humanities. One of the core missions 

of the Department of Chinese and Bilingual 

Studies is to promote and develop studies of 

Chinese in multilingual contexts and studies of 

multilingualism in Chinese contexts. It has built a 

reputation in Applied Chinese Language Studies, 

and seeks to extend its strength in areas like 

Bilingualism (including Translation and 

Interpreting), Intercultural Communication and 

East Asian Studies. Another mission of the 

Department is to offer profession-oriented 

42


programmes that meet the career aspirations of 

young adults in Hong Kong and elsewhere in 

Greater China. It offers bachelor’s, master’s, and 

doctoral degree programmes in Chinese 

Linguistics, Chinese Language Teaching, Speech 

Therapy, Teaching Chinese as a Foreign 

Language, Translating & Interpreting, and 

Bilingual Corporate Communication. It also offers 

courses in Korean/Japanese language and culture 

at bachelor’s level. Within the Department, there 

is a Centre for Translation Studies, a PolyU- 

PekingU Research Centre on Chinese Linguistics, 

a Speech Therapy Unit, and a Chinese Language 

Centre which provides training in Chinese 

language and Putonghua for the whole University. 

The Department has over 90 full-time academic 

and teaching staff members. More information 

about the CBS Department may be found 

at http://www.cbs.polyu.edu.hk/. 

The appointee will be required to (a) engage in 

teaching and related learning activities at both 

undergraduate and postgraduate levels; (b) assume 

an important role in curriculum design and 

development; (c) undertake academic research in 

his/her areas of expertise, including but not limited 

to making applications for external research grants; 

(d) provide administrative support for academic 

development and departmental objectives, and 

play an active role in programme management; (e) 

render professional service to the discipline and/or 

the community at large; (f) provide academic 

leadership in his/her areas of expertise; and (g) 

perform any other duties as assigned by the Head 

of Department or his/her delegates. 

Applicants should have (a) a PhD degree in a 

relevant discipline, preferably with one of the 

following specialisms: i) Clinical Linguistics, 

Special Education Needs, Language Pathology, 

Speech Therapy, Neuroscience or Computational 

Linguistics with usage of language technology in 

digital humanities and big data analytics. 

Additional expertise in other areas of the 

humanities such as media studies or language and 

literature will be a significant advantage; ii) 

Bilingual Corporate Communication, 

Intercultural 

Communication, 

Bilingualism/Multilingualism or related fields; iii) 

Cantonese Linguistics (e.g. Syntax, Semantics, 

Sociolinguistics or Phonology); or iv) Chinese 

Language Education, and/or Teaching Chinese as 

a Second/Foreign Language; (b) substantial years 

of relevant post-qualification experience and an 

excellent record of relevant academic and/or 

professional achievements; (c) a high level of 

fluency in English; and (d) a strong commitment 

to excellence in teaching, scholarly activities and 

professional service. For the post in Applied 

Language Sciences / Bilingualism and 

Communication, preference will be given to those 

who are fluent in Cantonese or Putonghua and 

literate in written Chinese. For the post in 

Chinese Language Education, preference will be 

given to those who are familiar with primary and 

secondary education in Hong Kong, and/or the 

International Baccalaureate curriculum. 

Remuneration and Conditions of Service 

A highly competitive remuneration package will be 

offered. An appropriate term will be provided for 

appointment at Professor level. For general 

information on terms and conditions for 

appointment of academic staff in the University, 

please visit the website 

at http://www.polyu.edu.hk/hro/TC.htm. Appli 

cants should state their current and expected salary 

in the application. 

Application 

Please send a completed application form to 

Human Resources Office, 13/F, Li Ka Shing 

Tower, The Hong Kong Polytechnic University, 

Hung Hom, Kowloon, Hong Kong or via email 

to hrstaff@polyu.edu.hk. Application forms can 

be obtained via the above channels or downloaded 

from http://www.polyu.edu.hk/hro/job/en/guide_ 

forms/forms.php. If a separate curriculum vitae 

is to be provided, please still complete the 

application form which will help speed up the 

recruitment process. Consideration of 

applications will commence on 2 August 2018 

until the position is filled. The University’s 

Personal Information Collection Statement for 

recruitment can be found 

at http://www.polyu.edu.hk/hro/job/en/guide_for 

ms/pics.php. 

School Aged Teacher -Mandarin 

Immersion Program (Laguna 

Niguel, CA) 

Teacher – Mandarin Immersion Program 

43


Part-Time – Hourly 

*Must be able to speak/read/write in Traditional 

Mandarin* 

Be Part of Our Cause 

The YMCA of Orange County staff are 

committed to teaching youth positive life skills, 

values and the importance of giving back. In our 

communities, our staff support and strengthen 

families by offering quality experiences that are 

affordable and life-enriching. Our staff encourage 

participation by all members of our community 

and create an environment where everyone aspires 

to be their best. Each day, we work side-by-side 

with others to strengthen the foundations of our 

communities. 

POSITION OVERVIEW: Support Childcare 

leadership in providing leadership and supervision 

of a childcare program. Assume full leadership of 

childcare program in Childcare Director’s absence. 

Ensure implementation of YMCA curriculum 

while providing care, guidance and developmental 

experiences in accordance with YMCA guidelines 

and state licensing requirements. Supervise 

children, and may supervise staff, in a safe 

environment as required by the Childcare 

Director and site needs. Supervise/teach up to 28 

school-age children (ages 5-12) in before and/or 

after school programs with the assistance of other 

staff per Title 22 requirements. 

DAY-TO-DAY RESPONSIBILITIES: 

◾Provide supervision and set and maintain limits 

for school-age children using positive 

reinforcement. 

◾Assist with training and evaluation of staff. 

◾Treat children, parents, and staff with dignity 

and respect. 

◾Maintain a clean environment; be responsible 

for maintenance of equipment & supplies. 

◾Maintain good public relations with parents and 

communicate with the Childcare Director. 

◾Assist with Parent Advisory Council meetings 

and maintain positive relationships with school 

representatives. 

◾Ensure the health and safety of all children, 

including following reporting and release 

procedures of children. 

◾Demonstrate and teach the character 

development values of respect, responsibility, 

caring, fairness, trustworthiness and citizenship. 

◾Follow & enforce safety regulations & other 

YMCA, school, and Licensing Title 22 policies 

and procedures. 

◾Oversee program operations when Childcare 

Director is absent. 

◾Assist with YMCA Member Involvement 

program and annual YMCA Campaign. 

◾Carries out all responsibilities in an honest, 

ethical and professional manner. 

ADDITIONAL RESPONSIBILITIES: 

◾Perform other duties as assigned. 

Qualifications 

REQUIRED SKILLS: 

◾Must be 18 years of age. 

◾High School Diploma or equivalent. 

◾Must be able to speak/read/write in Traditional 

Mandarin. 

◾12 college units with 6 units in Child 

Development, Education or related field & 6 units 

in Psychology, Sociology, Recreation, Physical 

Education, Art, Music, or related field. 

◾Pediatric (EMSA) First Aid and Pediatric 

(EMSA) CPR certifications must be completed 

within 90 days of hire. 

◾At least 1 year experience working with children 

in a group environment. 

◾Excellent verbal communication skills. 

◾Strong customer and results orientation. 

◾Ability to interact effectively at all ages, levels 

and across diverse cultures. 

◾Ability to be an effective member of project 

teams. 

PREFFERED SKILLS: 

◾2 years of Teaching experience. 

Learn more about opportunities at the Y 

www.ymcaoc.org/careers 

Once a conditional offer is made, candidates will 

be subject to criminal background check, drug 

screen, and will be asked to provide criminal 

44


history. Criminal history will be analyzed on a case 

by case basis as it related to the position. YMCA 

of Orange County participates in E-Verify and will 

provide the federal government with your Form I- 

9 information to confirm that you are authorized 

to work in the U.S. 

Faculty in Chinese Language and 

Literature (Baltimore, MD) 

Bard High School Early College (BHSEC) 

Baltimore, a partnership between Bard College 

and the Baltimore City Public Schools in 

Baltimore, Maryland, invites applications for a fulltime 

faculty position in Chinese Language and 

Literature, beginning August 2018. BHSEC 

Baltimore seeks candidates able to teach Chinese 

language at all levels, as well as content courses in 

Chinese culture and/or East Asian or world history. 

The Bard early colleges enable talented and highly 

motivated students to complete a high school 

diploma and an Associate of Arts degree from 

Bard College within four years of study. The 

academic program emphasizes small classes and a 

commitment to teaching a diverse student body. 

The successful applicant for this position must be 

committed to teaching classes at both the high 

school and college levels. In addition, candidates 

will be expected to participate fully in the life of the 

school, including student advising, club advising, 

and committee service. An M.A. in Chinese 

language and/or literature or related field and 

dedication to teaching are required. Candidates 

who will have a Ph.D. at the time of employment, 

or who are ABD, with high school and/or college 

teaching experience are preferred. 

To apply, send a letter of interest, one-page 

teaching statement, curriculum vitae, and three 

letters of reference through Interfolio.com 

at:http://apply.interfolio.com/47804. Review of 

applications to begin immediately. Inquiries 

about vacant positions can be submitted to: Dr. 

Francesca Gamber, Principal, at: 

fgamber@bhsec.bard.edu. 

This position is contingent upon passing 

Baltimore City Public Schools pre-employment 

screening process and availability of funds. Work 

authorization in the United States is required for 

all BHSEC Baltimore faculty positions. 

Bard High School Early College is an equal 

opportunity employer and we welcome 

applications from those who contribute to our 

diversity. Women and members of underrepresented 

groups are strongly encouraged to 

apply. 

AA/EOE 

Part-time Instructor in Chinese 

(Charlotte, NC) 

The Department of Languages and Culture 

Studies at the University of North Carolina at 

Charlotte announces a position for a part-time 

instructor in Chinese beginning August 2018. The 

successful candidate will typically teach lowerdivision 

levels of Chinese in each semester (Fall 

and Spring) to undergraduate students. The 

successful candidate must have native or nearnative 

proficiency in Chinese (Mandarin), 

proficiency in English, experience at the college 

level teaching Chinese as a foreign language, 

experience with communicative and standardsbased 

methodologies, and university teaching 

experience in integrating both standard and 

spoken Chinese into their teaching. A Master’s 

degree in Chinese or a related field (Teaching 

Chinese/English as a Foreign Language, Second 

Language Acquisition, Chinese Linguistics) is 

required; and a commitment to promoting 

diversity and working with underrepresented 

groups. 

The Department of Languages and Culture 

Studies is a dynamic, research-intensive 

department with a commitment to balancing 

curricular tradition and innovation. As 

international language and culture are central to 

our mission of diversity and internationalization, 

we offer an MA in Spanish with a track in English- 

Spanish translation studies; undergraduate majors 

and minors in French, German, Japanese and 

Spanish; additional minors in Chinese, Classical 

Studies, Francophone Studies, Italian, Russian 

and Film Studies; beginning and intermediate level 

classes in Arabic, Farsi, and Portuguese; a graduate 

and undergraduate Certificate in Translating; a 

Certificate in Business Language; an 

45


undergraduate certificate in video production, 

online courses via the University of North 

Carolina Language Exchange; and a variety of 

study abroad experiences. We are also home to 

the College’s new Confucius Institute. The 

Department boasts a modern Language Resource 

Center, which provides cutting-edge technology 

for language pedagogy, and a diverse faculty from 

around the world who offer more than 200 courses 

to more than 4,000 students annually. 

UNC Charlotte is a rapidly growing doctoralgranting 

urban university located in the largest 

metropolitan area between Washington DC, and 

Atlanta. The University is a Carnegie Foundation 

Community Engagement campus. As an EOE/AA 

employer and an ADVANCE Institution that 

strives to create an academic climate in which the 

dignity of all individuals is respected and 

maintained, UNC Charlotte encourages 

applications from all underrepresented groups. 

The candidate selected for this position is subject 

to a criminal background check and must be able 

to meet eligibility requirements to work in the 

United States. 

Screening of applications will begin June 15, 2018, 

and will continue until the position is filled. 

Applications must be made electronically 

at https://jobs.uncc.edu under the Adjunct/Parttime 

Faculty tab. Applications should include a 

cover letter and a curriculum vitae. In addition, 

teaching philosophy, teaching evaluations, and 

sample syllabi should be uploaded under “Other 

Documents.” Finalists should be prepared to 

discuss how diversity and inclusion are integrated 

into their teaching and be prepared to send a short 

video that demonstrates their teaching. The 

candidate selected for this position will be required 

to submit an official transcript of the highest 

earned degree. Three letters of recommendation 

should be emailed or mailed separately, addressed 

to Dr. Ann Gonzalez, Chair, Department of 

Languages and Culture Studies, UNC Charlotte, 

Charlotte, NC 28223, or abgonzal@uncc.edu. 

Professor (PR366/17-18) (Hong 

Kong) Hong Kong Baptist 

University 

FACULTY OF ARTS 

Department of Chinese Language and Literature 

Professor (PR366/17-18) 

The Department seeks to appoint a tenure-track 

position of full Professor with the expertise in 

Ancient Chinese Cultural Studies, such as 

Confucian Studies, Chinese Cultural History 

Studies, Chinese Intellectual History Studies, 

Literary and Cultural Studies, etc. The appointee 

is expected to have the qualities and track records 

as an academic leader in teaching and 

research. Other duties include: (a) teaching 

courses in Ancient Chinese Cultural Studies and 

relevant subjects; (b) supervising students in thesis 

writing; (c) preparing course syllabi; and (d) 

performing administrative duties assigned by the 

Head of Department. 

Applicants should have a PhD degree in Chinese 

Language, Chinese Literature, Chinese Culture, or 

a relevant discipline. The appointee is expected 

to be a leading scholar in Ancient Chinese Cultural 

Studies or relevant disciplines with an exceptional 

track record of high-quality research and scholarly 

publications. 

Applicants are required to specify how their 

qualifications match the above requirements in a 

cover letter and provide supporting documents in 

his/her application. 

Initial appointment will be made on a fixed-term 

contract of three years commencing January 2019 

or no later than September 2019. Reappointment 

thereafter is subject to mutual 

agreement and availability of funding. 

Remuneration package includes 

retirement/gratuity benefits, annual leave, medical 

and dental scheme, housing assistance and 

relocation allowance wherever appropriate. 

Salary will be commensurate with qualifications 

and experience. 

Application Procedure: 

Applicants are invited to submit their applications 

at the HKBU e-Recruitment System 

(jobs.hkbu.edu.hk). Applicants are requested to 

send in samples of publications/creative works, 

preferably three best ones out of their most recent 

46


publications/works and recent teaching evaluation 

results. Applicants should also request two 

referees to send in confidential letters of reference, 

with PR number quoted on the letters, to the 

Personnel Office (Email: recruit@hkbu.edu.hk) 

direct. Applicants not invited for interview 4 

months after the closing date may consider their 

applications unsuccessful. All application 

materials including publication samples, 

scholarly/creative works will not be returned after 

the completion of the recruitment exercise unless 

upon request. Details of the University’s Personal 

Information Collection Statement can be found 

at http://pers.hkbu.edu.hk/pics. 

The University reserves the right not to make an 

appointment for the post advertised, and the 

appointment will be made according to the terms 

and conditions then applicable at the time of offer. 

Closing date: 7 July 2018 

Lecturer in Chinese (Notre Dame, 

IN) 

The Department of East Asian Languages and 

Cultures at the University of Notre Dame invites 

applications for a full-time lecturer position in 

Chinese language beginning August 2018. This 

initial one-year appointment, with the possibility of 

renewal, furthers the development of a prospering 

program in Chinese. Responsibilities include 

teaching beginning through advanced Chinese, 

active involvement in language and culture 

activities, as well as close collaboration with faculty 

to build a rigorous and cohesive program. The 

position offers excellent benefits and a competitive 

salary commensurate with qualifications and 

experience. 

QUALIFICATIONS: 

We are seeking highly skilled language instructors 

with native or near-native proficiency in Chinese 

and English. Candidates are expected to have an 

M.A. or higher degree in teaching Chinese as a 

foreign language, linguistics, second language 

acquisition, or related field; and demonstrated 

success teaching Chinese at the college/university 

level in the United States. ABDs and Ph.Ds are 

encouraged to apply. 

As an international Catholic, research university, 

the University of Notre Dame has made a 

significant commitment to furthering Asian studies, 

as evidenced in the founding of the Liu Institute 

for Asia and Asian Studies and the opening of a 

new graduate School of Global Affairs, both of 

which collaborate regularly with our growing 

Department of East Asian Languages and Cultures. 

Information about the University is available 

at http://www.nd.edu; information about the 

Program in Chinese Language and Culture and 

the Department can be found 

at http://eastasian.nd.edu. 

APPLICATION INSTRUCTIONS 

Applications are being accepted now via Interfolio, 

and should include a cover letter, current 

curriculum vitae, statement of teaching philosophy, 

and two letters of recommendation. Review of 

applications will begin immediately and continue 

until the position is filled. 

Apply at apply.interfolio.com/50332 

Inquiries can be made to Rebecca Brill, 

Administrative Coordinator of the department, 

at rbrill@nd.edu. 

Appointment is contingent upon the successful 

completion of a background check. Applicants 

will be asked to identify all felony convictions 

and/or pending felony charges. Felony 

convictions do not automatically bar an individual 

from employment. Each case will be examined 

separately to determine the appropriateness of 

employment in the particular position. Failure to 

be forthcoming or dishonesty with respect to 

felony disclosures can result in the disqualification 

of a candidate. The full procedure can be viewed 

at 

http://facultyhandbook.nd.edu/universitypolicies/background-check-procedure-forprospective-faculty/. 

EQUAL OPPORTUNITY EMPLOYMENT 

STATEMENT: 

The University of Notre Dame seeks to attract, 

develop, and retain the highest quality faculty, staff 

and administration. The University is an Equal 

Opportunity Employer, and is committed to 

building a culturally diverse workplace. We 

strongly encourage applications from female and 

47


minority candidates and those candidates attracted 

to a university with a Catholic identity. Moreover, 

Notre Dame prohibits discrimination against 

veterans or disabled qualified individuals, and 

requires affirmative action by covered contractors 

to employ and advance veterans and qualified 

individuals with disabilities in compliance with 41 

CFR 60-741.5(a) and 41 CFR 60-300.5(a). 

48


《世界汉语教学》(1987 年创刊 · 季刊 ) 

2018 年第 3 期目录 

新时代汉语国际传播研究 

海外汉语学习者低龄化的思考 …………………………………………………… 李宇明 

汉语研究 

论语体语法的基本原理、单位层级和语体系统 ………………………… 冯胜利施春宏 

从 “ 是时候 VP 了 ” 看汉语从句补足语结构的崛起 

—— 兼谈汉语视觉语体中的 VO 特征强化现象 …………………………………… 唐正大 

介词在句法、韵律、语体上的分布和对应 ……… … … … …… … …… … … …… … 王永娜 

情态副词 “ 怪不得 ” 的话语关联与语义情态 …………………………… 吴婷燕赵春利 

汉语自然口语是非疑问句和特殊疑问句的无标记回应 … …… … …… … … …… … 谢心阳 

汉语教学与学习研究 

“ 产出导向法 ” 与对外汉语教学 …………………………………………………… 文秋芳 

任务的模态配置对汉语二语文本理解、词汇 

和句法学习的影响 …………………………………………… 洪炜吴安婷伍秋萍 

汉语作为第二语言学习者笔语产出性词汇研究 …………………………………… 张江丽 

简讯 

《世界汉语教学》青年学者论坛 ( 第 6 届 ) 征稿启事 

“2018 年欧洲地区汉语跨文化传播国际会议 ” 征稿启事 

新书目 

第二届汉语视听说教学理论与应用研讨会暨新媒体数字环境下的汉语教学创新研究学术 

研讨会征稿 

“ 一带一路 ” 核心区语言教育与服务高端论坛召开 

《世界汉语教学》来稿须知 

49


《世界汉语教学》2018 年第 3 期论文摘要 

海外汉语学习者低龄化的思考 

李宇明 

北京语言大学 

提要海外汉语学习者的低龄化 , 是近些年广受媒体关注但并未引起学界足够重视的汉语国际教 

育新现象。据估计 , 低龄化的平均水平可能已达 50%, 一些国家达到或超过 60%, 且仍呈快速发展 

之趋势。低龄化形成原因是多方面的 , 如海外华人母语传承的带动 , 孔子课堂的推动 , 各国政府 

的重视等 , 但根本原因还是中国的发展。低龄化是国家发展到可以带动他国发展时的产物 , 是汉 

语国际教育发展的新阶段。少年儿童凭兴趣习得语言 , 最易建立语感和语言感情 , 甚至产生跨文 

化认同。而以往的汉语国际教育体系多是为成人准备的 , 亟需进行全方位的适应 , 更新理念 , 制 

定新的汉语国际教育规划 , 积极开展适合低龄化的教学研究。此外 , 还应看到低龄化对中国高等 

教育的深远影响 , 它将带来来华留学人数的激增 , 学习内容可能涉及中国高校的所有学科 , 对语 

言教育和学科教育都会提出新要求 , 中国高等教育需要做出国际化的全面准备。 

关键词汉语国际教育低龄化来华留学语言规划高等教育 

论语体语法的基本原理、单位层级和语体系统 

冯胜利 

施春宏 

香港中文大学北京语言大学语言科学院 

提要本文基于对语体语法基本原理的阐释 , 提出以语距为原则确定语体单位的理论 , 认为唯具 

语距属性的语法单位方为语距单位、唯具语距属性的语法部门方为语体语法部门。语法部门中的 

语法单位里 , 凡具语距属性者均为该部门语体语法的语距单位。因此 ,“ 语距 ” 不仅是语体单位 

构成的基本原则 , 也是语体单位的鉴定标准。本文据此发展出一套语体语法系统 , 建构出一个 

“ 一体两翼 ” 式层级系统的模式、一个有基本单位和基本关系 ( 类似公理 )、有推导规则 ( 类似 

定理 ) 和拓展空间、有预测和验证的准公理系统 , 以期为汉语语体学乃至普通语体学、汉语语言 

学乃至普通语言学的研究与应用 , 探索出一条新的路径。最后 , 文章还对语体语法自身及其相关 

学科发展中的理论意义做了进一步思考。 

关键词语体语法语距语体单位语体系统语体学 

从 “ 是时候 VP 了 ” 看汉语从句补足语结构的崛起 

—— 兼谈汉语视觉语体中的 VO 特征强化现象 

唐正大 

中国社会科学院语言研究所 

50


提要本文主要关注本世纪初出现并逐渐发展起来的新语 “ 是时候 VP 了 ”, 该结构的基底是汉语 

中业已存在的 “(VP,) 是时候了 (,VP)”, 二者均以表达道义情态和建议类言语行为为主 ; 

后者是一种单义复合句结构 (hendiadic construction, 参看 Matthiessen,2001), 该结构通 

过小句融合 , 发展成为前者 , 即主句谓词 “ 是时候 …… 了 ” 带从句补足语 (clausal 

complement,Givón,2001:160) 结构。这种新兴结构富有活力 , 在当代自然语料文本中已压倒 

性胜出 , 甚至已基本取代其基底结构和从句主语结构 “VP 是时候了 ”。其背后的动因有 : 小句融 

合的压力、保持言语行为一致的需求、对于中心嵌套 (centered embedding) 的规避、对于右分 

支 (right-branching) 结构处理优势的考虑等。不可否认 , 在这一新旧递嬗过程中 , 英语的相应 

结构 it’s time to… 起了助推作用。文章还通过 “ 时候 ” 的语义发展及相应的句法属性演变来 

观察 “ 是时候 (……) 了 ” 对于小句、修饰语和补足语的依赖类型演变 , 这也伴随着小句融合的 

进程。本文同时讨论 “ 是时候 VP 了 ” 分析为后置定语和连动式可能存在的缺陷 , 并注意到平行结 

构 “ 有 NP-VP” 中一部分连动结构向从句补足语结构的库藏裂变。最后指出 ,“ 是时候 VP 了 ” 等 

[ 不及物性谓词 + 从句补足语 ] 结构 , 连同其他新出现的旁格论元的宾语提升、施用结构、动后限制 

弱化等零散存在的现象一起 , 成为汉语视觉语体中 VO 特征强化的表征。这种 VO 特征强化和口语 

中发生的话题化强化 (OV 特征关联 ) 现象 , 成为两种对立的力量 , 这在一定程度上加剧了汉语视 

觉语体和听觉语体的句法类型分化。 

关键词从句补足语 “ 是时候 VP 了 ” 主语从句单义复合句结构小句融合 VO 特征强 

化 

介词在句法、韵律、语体上的分布和对应 

王永娜 

烟台大学国际教育交流学院 

提要本文对汉语介词的句法位置、韵律特征和语体属性进行了考察 , 发现汉语介词在 VP 层、vP 

层、TP 层、CP 层均有分布。其中 V 补足语位置的介词 , 因正俗不同 , 介词自身的轻重不同。v’ 

(do) 附加语介词均为单音介词 , 语体属性均为口语体 , 宾语可单可双 , 有少量介词宾语不宜过 

长。跨 vP、TP、CP 层介词 , 有自由跨层和有条件跨层之分 , 与此相应 , 其正俗有别 , 单双不同 , 

其对单音宾语限制不同 , 独立承担短语调上也有自由和有条件之别。此外 , 跨层介词位于 CP 层时 

其正式度要高于位于 vP、TP 层。CP 介词均为双音或变体双音 , 均为正式体 , 其宾语趋于多音 , 

可承担独立的短语调。汉语典雅体介词主要分布于 v’ 附加语位置。本文研究表明 : 汉语介词因 

正俗不同 , 句法不同 , 韵律有轻重之别 , 承担短语调的能力不同 , 这些因素相互之间一一对应。 

关键词介词句法位置高低音节单双语调有无语体正俗 

51


情态副词 “ 怪不得 ” 的话语关联与语义情态 

吴婷燕 

赵春利 

暨南大学中文系 

提要本文以语义语法为理论基础 , 按照从话语关联再到句子类型的逻辑顺序 , 逐层递减分析和 

确定原因句与 “ 怪不得 ” 结果句的话语分布和语义类型 , 并提取 “ 怪不得 ” 结果句的叙实话语、 

醒悟语义和惊叹情态。首先 , 在从语义情态、复句关系、句式句义和语义演变四个角度综述前人 

研究成果的基础上 , 本文提出 : 只有准确定位 “ 怪不得 ” 的分布规律才能把形式和语义结合起来 

提取并验证其语义情态 ; 其次 , 本文根据认知逻辑、语言事实、形式标记和语义性质论证了 “ 怪 

不得 ” 所标记的 “ 奇疑 - 醒悟 ” 因果性话语关联 ; 第三 , 根据副词分布规律 , 提取并验证了原因句 

三种醒因语义类型 : 新知类、证知类和估知类 ; 第四 , 根据命题意义 , 把 “ 怪不得 ” 结果句分成 

了三种悟果语义类型 : 性状类、事量类和能力类 ; 第五 , 提取并验证了 “ 怪不得 ” 结果句的话 

语、语义和情态 ; 最后 , 勾勒出完整的 “ 怪不得 ” 话语关联图。 

关键词 “ 怪不得 ” 分布验证话语关联醒因悟果 

汉语自然口语是非疑问句和特殊疑问句的无标记回应 

谢心阳 

上海财经大学国际文化交流学院 

提要本文所探讨的无标记回应是指符合问句规程并在形式上与问句相合的回应。在汉语自然口 

语中 , 是非问句的无标记回应包括单词型回应和简单重复型回应 ; 而特殊疑问句的无标记回应则 

需要根据其分类而定。Thompson et al.(2015) 认为 , 特殊疑问句可以分为特指性特殊疑问句和 

讲述性特殊疑问句。我们基于此分类 , 认为特指性特殊疑问句的无标记回应是短语型回应 , 而讲 

述性特殊疑问句的无标记回应则是单小句或多小句回应。 

关键词是非疑问句特殊疑问句无标记回应 

“ 产出导向法 ” 与对外汉语教学 

文秋芳 

北京外国语大学中国外语与教育研究中心 

提要本文首先介绍创建 “ 产出导向法 ”(POA) 的背景 , 接着描述 POA 理论发展的 5 个阶段 , 其中 

重点阐释第 5 阶段再次修订的 POA 理论体系 , 最后指出在对外汉语教学中应用 POA 需要注意的问 

题。 

关键词产出导向法对外汉语教学外语教学 

52


任务的模态配置对汉语二语文本理解、词汇和句法学习的影响 

洪炜吴安婷伍秋萍 

中山大学外国语学院 

提要本研究考察不同模态组合的学习任务对中级汉语二语者文本理解、伴随性词汇学习和句法 

结构学习的影响。研究发现 :(1) 相较于视觉单模态学习 , 视听和 “ 视听 + 朗读 ” 两种多模态学 

习方式能更有效地促进二语文本理解和词汇学习 ;(2) 在句法结构学习方面 , 视觉单模态学习和 

两种多模态学习的效果无显著差异 ;(3) 包含同步输出任务的 “ 视听 + 朗读 ” 多模态学习与仅包 

含输入模态的视听多模态学习效果在文本理解、词汇、句法三个测量维度上均没有显著差异。以 

上结果表明 : 任务的多模态配置对二语文本理解、词汇和句法学习产生了不一致的影响 ; 并非所 

有涉及输入与输出模态转换的多模态任务都能带来更大的学习效应。教学实践中应视教学目的对 

学习任务进行合理的模态配置。 

关键词多模态学习汉语二语文本理解词汇学习句法学习 

汉语作为第二语言学习者笔语产出性词汇研究 

张江丽 

北京华文学院 

提要本文在自建笔语语料库的基础上 , 对汉语作为第二语言学习者的产出性词汇进行了考察 , 

对比了学习者的产出性词汇与《汉语水平词汇等级大纲》词汇的异同 , 分析了产出性词汇量与语 

料覆盖率之间的关系。研究发现 , 初、中、高级水平学习者最大产出性词汇量分别为 3630 个、 

4882 个、6938 个。产出性词汇中超纲词较多。词汇在大纲中的等级越靠前 , 产出效果越好。学习 

者的产出性词汇与语料覆盖率之间呈现 “ 效用递减律 ”。最高频的 2000 个产出性词汇可以覆盖大 

约 90% 的汉语二语语料 , 而这些词汇在同规模汉语母语语料中的覆盖率仅为 71%。要读懂 90%、 

95% 的一般性汉语文本 , 分别需要大约 6000 个、10000 个词汇。 

关键词语料库产出性词汇词汇量词汇大纲 “ 词汇效用递减律 ” 

53


韵律语法研究第二辑 

54

目录 

● 主编寄语 / 赵杨 

● 专家主题论坛 : 基于互联网的国际汉语教学 

3 主持人 : 储诚志 

4 对外汉语在线教学的 “ 三教 ” 问题 / 宋晖谭紫格 

11 Teaching and Learning Chinese Language Online: What and Why? / Shijuan Liu 

( 在线中文教学 : 什么和为什么 ?/ 刘士娟 ) 

26 对外汉语教学师资培训微课的实践与思考 / 李海燕 

● 专业建设研究 

33 汉语作为第二语言的标准与大纲研究十年回顾 / 王佶旻 

41 中外汉语国际教育硕士学位论文摘要元话语使用对比分析 / 刘弘宋羽蕾 

● 教师培养发展 

54 关于高校对外汉语兼职教师培训工作的思考 / 骆攀玉 

● 汉语教学研究 

62 汉语教学中汉语语法的呈现与教法 / 陆俭明 

72 新型述补构式与对外汉语教学 / 郭雅静 

I

国际汉语教育 ( 中英文 ) 

第 3 卷 2018 年第 2 期 

● 二语习得研究 

78 空间语言认知的功能几何框架及其应用 / 陈婧鹿士义 

● 教学资源研究 

90 CSL 初级水平汉字知识编排思路解析 —— 以 6 套独立汉字教材为例 / 王帅臣 

● 汉语教学漫谈 

102 从汉语 “ 是 ” 和英语 “BE” 的对比看汉语国际教学语法 / 孙朝奋 

II

Contents 

■ Words from the Editor-in-Chief / Zhao Yang 

■ Expert Forum: International Chinese Language Teaching Based on the Internet 

3 The Coordinator / Chu Chengzhi 

4 “Three Concerns” About Teaching Chinese as a Second Language Online / Song Hui, Tan Zige 

11 Teaching and Learning Chinese Language Online: What and Why? * / Shijuan Liu 

26 The Practice and Ideas of Online TCSL-Teacher-Training Micro-Lessons / Li Haiyan 

■ Research on Specialty Construction 

33 A Review of Proficiency Standards and Outline Studies of Chinese as a Second Language in the 

Past Decade / Wang Jimin 

41 A Comparative Analysis of the Metadiscourse Used in Abstracts of Chinese and Foreign TCSOL 

Students’ Master Theses / Liu Hong, Song Yulei 

■ Training and Development of Teachers 

54 Some Thinking About Part-Time TCFL Teachers’ Training in Colleges and Universities / Luo 

Panyu 

■ Research on Teaching Chinese as a Foreign Language 

62 Grammar Presence and Its Teaching Method in Chinese Language Teaching / Lu Jianming 

72 A New Type of Predicate-Complement Constructions and Teaching Chinese as a Foreign Language 

/ Guo Yajing 

■ Research on Second Language Acquisition 

78 Functional Geometric Framework and Its Applications in Spatial Language Cognition / Chen Jing, 

Lu Shiyi 

* It is written in English. 

III

International Chinese Language Education 

Volume 3, 2018 (No. 2) 

■ Research on Teaching Resources 

90 An Examination of the Arrangements of the Knowledge of Chinese Characters for Beginners— 

Taking Six Sets of Independent Textbooks for Example / Wang Shuaichen 

■ Discussion on Chinese Language Teaching 

102 An Analysis of Chinese Grammar Teaching to Speakers of Other Languages from the Perspective 

of the Difference Between Chinese 是 and English BE / Sun Chaofen 

IV

CLATTDFDFA 

Chinese Language Teachers Association, USA 

c/o Dept. of Asian Languages and Literatures 




United States of America 

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