Publication: A study on the curriculum framework for basic spoken Chinese
Date
2018
Authors
Lim, Seok Lai
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Abstract
千禧年以来，由中国经济腾飞所引发的汉语热持续升温。近年来内外圈不同
单位、机构研发的国际汉语教材数量大增，为教师与学习者提供了较多元的选择，虽在“量”方面基本满足了市场需求，但在“质”方面却还有很大的发展空间。任何教材要取得良好的学习效果，首先必须有明确的对象群并充分了解对象群的学习需要。本论文从“汉语作为‘真正的外语’”（Chinese as a truly foreign language）的独特视角切入，充分考虑外圈英语背景成人学习者的需要，从理论上探讨汉语的特点与汉语学习的难点，并在其基础上初步建立有助于提高学习效率、加强学习效果的在线基础汉语口语课程与教材框架。<br><br>论文共分七章。第一章介绍研究背景，并从汉语作为真正外语的视角切入，提出研究问题与目的，界定研究范围，介绍研究方法并阐述研究意义。<br><br>第二章先结合语言学、心理语言学、外语教学理论探讨何以对印欧语系背景学习者而言汉语是“真正的外语”，分析汉语的特点并据此提出具有弹性的国际汉语课程总框架，继而论述开发基础汉语口语课程的必要性，初步建构“理想”的基础汉语外语口语课程的架构与内容，再从课程结构、课程内容、教学方法以及呈现形式四个方面设计基础汉语教程检测清单，作为分析现行汉语教材的工具。<br><br>第三至第五章借助所研发的教程检测清单，分别从宏观及微观视角对三套具有代表性的国际汉语教材，即《新实用汉语课本》、《中文听说读写》以及《基础汉语：听与说》的课程结构及教材设计进行深入分析。<br><br>第六章在三套国际汉语教材的讨论基础上，提出“理想”的初级汉语外语口语教程设计理念，建立教程与样课框架，继而探讨课程执行管理以及建立跨境“协力组合模式”的必要性。<br><br>第七章结论，阐明本研究的原创性，并阐述后续研究的前景与展望。<br>
The continued economic expansion of China over the past three decades is accompanied by a worldwide surge in demand for the teaching and learning of Chinese, resulting in the production and publication of numerous course materials, both within and outside China, since the turn of the millennium. While choice aplenty, the quality of the swiftly produced materials remains a major concern.<br><br>The uniqueness of its written script makes Chinese a “truly foreign language” (Jorden & Walton, 1987). An effective Chinese program needs to take into consideration the challenges faced by its learners, especially during the beginning stage of learning.<br><br>This thesis aims at developing a curriculum framework for the teaching of basic spoken Chinese as a “truly foreign language” to English-speaking adult learners. Chapter 1 provides an overview of the research background, stating its purpose, scope and methodology. Chapter 2 reviews pertinent research findings in the fields of linguistics, psycholinguistics and second language learning; describes the construction of a flexible framework for the teaching of Chinese to foreign learners; and includes the design of a comprehensive checklist for the evaluation of a beginning Chinese program. This is followed by the in-depth analysis and discussion from Chapters 3 to 5, of 3 sets of renowned representative Chinese language textbooks, viz., New Practical Chinese Reader Textbook, Integrated Chinese and Basic Spoken Chinese, with the help of the evaluation checklist. Chapter 6 proposes a curriculum framework for the development of an online program for basic spoken Chinese, based on the discussion in the preceding chapters. It also recommends a hybrid model, which taps on the expertise of ICT engineers, textbook editors, base-native and target-native Chinese language instructors, for the teaching of Chinese as an international language. Chapter 7 summarizes the main contributions of this thesis and outlines pertinent research projects that could be undertaken in future.
The continued economic expansion of China over the past three decades is accompanied by a worldwide surge in demand for the teaching and learning of Chinese, resulting in the production and publication of numerous course materials, both within and outside China, since the turn of the millennium. While choice aplenty, the quality of the swiftly produced materials remains a major concern.<br><br>The uniqueness of its written script makes Chinese a “truly foreign language” (Jorden & Walton, 1987). An effective Chinese program needs to take into consideration the challenges faced by its learners, especially during the beginning stage of learning.<br><br>This thesis aims at developing a curriculum framework for the teaching of basic spoken Chinese as a “truly foreign language” to English-speaking adult learners. Chapter 1 provides an overview of the research background, stating its purpose, scope and methodology. Chapter 2 reviews pertinent research findings in the fields of linguistics, psycholinguistics and second language learning; describes the construction of a flexible framework for the teaching of Chinese to foreign learners; and includes the design of a comprehensive checklist for the evaluation of a beginning Chinese program. This is followed by the in-depth analysis and discussion from Chapters 3 to 5, of 3 sets of renowned representative Chinese language textbooks, viz., New Practical Chinese Reader Textbook, Integrated Chinese and Basic Spoken Chinese, with the help of the evaluation checklist. Chapter 6 proposes a curriculum framework for the development of an online program for basic spoken Chinese, based on the discussion in the preceding chapters. It also recommends a hybrid model, which taps on the expertise of ICT engineers, textbook editors, base-native and target-native Chinese language instructors, for the teaching of Chinese as an international language. Chapter 7 summarizes the main contributions of this thesis and outlines pertinent research projects that could be undertaken in future.