Die vornehme Dame Kuo-kuo und ihre Schwestern reiten aus, Li Gonglin (1049-1106)

Beauties on an Outing, Li Gonglin (1049-1106)

丽人行, 北宋李公麟 (1049-1106)

Weintöpfe in Shaoxing in der Provinz Zhejiang, darin fermentiert «Shaoxing-Reiswein»

Wine pots with Shaoxing wine in Shaoxing, Province Zhejiang

浙江绍兴装绍兴酒的酒坛

Huangshan, den Gelben Bergen, aufgenommen, Provinz Anhui

Huangshan, the Yellow Mountain in Province Anhui

安徽省境内的黄山

Dorf Zhuge in der Provinz Zhejiang

Zhuge Village in Province Zhejiang

浙江省境内的诸葛村

Jiayuguan, ein altes Festung im Westen der Provinz Gansu

Jiayuguan, an old fort in the west of Gansu Province

甘肃省境内的嘉峪关，

Chinesische Mauer etwa 150 km von Beijing entfernt

Great Wall，located about 150 kilometers from Beijing

距离北京大约150公里的长城

EN
中文

Lehrerfortbildung FS15

Kategorie: Lehrerfortbildung

Lehrerfortbildung FS15
Applying Cognitive Linguistics in the Teaching of Chinese as a Second Language
Huang Dian (University of Westminster, UK)

One of the cognitive processes is embodiment, such as gestures. Embodied cognition helps us to see and feel an abstract concept. Information stored in our long-term memory is in form of images. Utilizing embodiment is one possible way to illustrate grammar rules and phrase structures – that is to use images and gestures to establish a link between the physical and the mental world. The objective is to help students memorize and produce the correct language. In my presentation, I will focus on the following:

1 How to explain grammar structures and vocabulary usage by relating them directly to our own bodily experiences through image and gesture.

2 How to help busy learners beginning Chinese language and enhance understanding, retention and the ability to use the Chinese grammar and vocabulary in the real world.

Throughout the presentation references will be made to the grammar and usage syllabus of Discover China 1, a communicative language course for Chinese.

运用认识语言学促进中文作为第二语言的教学

人的认识过程之一是通过人体化身（embodiment）比如手势，化身认知有助于我们看到、感受到抽象的概念。信息是以图像储存在我们的长期记忆之中的，所以化身有可能通过图像和手势帮助我们说明语法规测和词汇结构，这样能建立实际世界和我们的心理世界之间的联系，目的是帮助记忆、正确地使用语言。在我的演讲之中，我将着重解释以下两个方面：

1如何通过图像和手势把语法结构和词汇用法与我们自身的身体感觉联系起来并加以说明？

2如何帮助学习任务繁重的学生在初学阶段能够入门，从而达到能够更好地理解、记住并在实际生活之中有能力正确地使用中文语法和词汇？

基于麦克米来教育出版社出版的‘Discover China’具有交际语言的特点，我的演讲中所讲解的语法和词汇的应用都将出自于‘Discover China – 学生用书第一册’。

Teaching Listening

Many studies have proved that listening input is an effective tool to prevent fossilization in speaking and writing of a second language. The theory also shows that listening can be an active factor in improving fluency in terms of vocabulary choices and sentence structures. It is common experience that students find listening material very challenging due to difficulty in vocabulary, grammar and background knowledge. In my presentation, I’m going to discuss another dimension of cognitive difficulty which is clearly relevant to teaching and testing of listening. I will present practical examples of how to adjust a listening material to suit students’ level of Chinese from perspective of cognition.

很多研究已经证明，听力练习是在第二语言学习中防止口语和书写时有可能产生的“化石”现象的有效工具，这一理论也反映了听力是提高词汇使用和句子结构准确性的积极因素。通常在听力中学生遇到的困难是生词、新的语法结构和背景知识。我今天主要讨论在听力中另一个方面的问题：听力中认知的困难，这对听力教学和测试中有着直接的关系，我将讨论一些实际的例子，解释如何从认知的角度来调节听力材料的难易程度。

Bio Data:

Huang Dian started teaching Chinese language at the University of Westminster, London, UK in 1988. She was the Head of Chinese and now is the Coordinator of Chinese in the University-wide Taught Language Programme of the University of Westminster. Huang Dian took up the roles of Committee Member and Chair of the British Chinese Language Teaching and Learning Society (BCLTS) from 2006 to 2009, and was an executive committee member of the University’s China Committee in London (UCCL) from 2009 to 2013.

黄甸从1988年起任教于英国伦敦University of Westminster ，曾担任现代语言系中文专业主任，现任大学语言课程中文学科负责人。黄甸曾与2006年至2009年担任过英国汉语教学学会 (BCLTS) 委员会成员及会长，2009至2013年担任过英国大学伦敦中国委员会(UCCL) 执行成员。

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